Designing for “touch”, “reach” and “movement” in postwar (1946–1972) English primary and infant school environments

Abstract

This article examines the use and interpretation of the terms “touch”, “reach” and “movement” in Ministry of Education (later, Department of Education) official publications known as Building Bulletins between the years 1949 – 1972. A close critical reading of Building Bulletins concerned primarily with school design for young children (infant and primary schools) in the English context has been carried out and the results of this exercise are discussed in the wider context of close relationships established between architects designing schools and leading progressive educationalists in Britain. The wider international context, particularly progressive educational design in the USA, is used to further understand the use and interpretation of these terms. The article contributes to a current interest among historians of education in exploring material and sensory histories of schooling.