JP6029171B2 - building - Google Patents

Description

  The present invention relates to a building such as a house.

2. Description of the Related Art Conventionally, a technique is known in which a partition wall for partitioning rooms adjacent to each other is detachable, and the layout is changed in accordance with the growth, independence, etc. of a child (for example, see Patent Document 1).
That is, in the state without the partition wall, adjacent rooms can be made into one large room, or the parent bedroom and the child room can be made continuous. Moreover, in the state with a partition wall, adjacent rooms can be partitioned into separate rooms.

Japanese Patent Laid-Open No. 9-49339

By the way, children grow up in several stages such as infancy, early childhood, schoolchildhood, and puberty, and in each growth stage, there is a need for a learning space in each growth stage. . In other words, in the early childhood, it is necessary to have a space where you can play within the reach of your parents and to communicate with your parents. In the first half of schoolchildhood, you can study and communicate with your parents. Space is needed. In addition, such a learning space is required especially when parents are in daily life such as living rooms and kitchens.
However, in this regard, in the building described in Patent Document 1, the child room is arranged adjacent to the bedroom, so that it cannot fully cope with it.

For example, in the case of children in the second half of school age or after puberty, it may be desirable to give a private room rather than a space where parents can always study, considering the growth of independence.
However, on the other hand, for example, there is a desire not to neglect communication between families such as between parents and children and between brothers, and development of a technology capable of achieving both is also desired.

  An object of the present invention is to provide a building capable of forming an environment that makes it easier to raise children than before by providing a learning space corresponding to the child's growth stage within the reach of the parent's eyes The purpose is to do.

  Another object of the present invention is that a space for learning corresponding to the child's growth stage in the second half of school age or after puberty is provided in a place where the eyes of the parent are not always reachable. The purpose is to provide a building capable of forming an environment that is easy to raise children.

The invention according to claim 1 is a building 1, and for example, as shown in FIGS. 1 to 9, a kitchen 7 out of a room 4 in which the functions of a living room 5, a dining room 6, and a kitchen 7 coexist in one room. There are multiple learning spaces S1 to S3 corresponding to the child's growth stage within the reach of
The room 4 is formed in a substantially rectangular shape in plan view,
The living room 5, the dining room 6 and the kitchen 7 are arranged along the length direction of the room 4 formed in a substantially rectangular shape, and the dining room 6 is located between the living room 5 and the kitchen 7. It has become a state,
The kitchen 7 is a face-to-face kitchen that is disposed apart from the wall that partitions the room 4 and has a working unit 7a that can be operated toward the dining 6 side,
The plurality of learning spaces S1 to S3 are a plurality of vertical surfaces such as the inner wall of the room 4 (for example, the inner wall 5a, the inner wall 6a, the artificial wall 7b, etc.),
It is a space that includes the furniture 20 that is arranged in front of the vertical surface and that can be transformed into a form such as a play equipment 20A or a desk 20B.
Of the plurality of learning spaces S1 to S3, the first learning space S1 is a space including the inner wall 5a of the living room 5 as the vertical plane.
The second learning space S2 is a space including the dining side surface of the working unit 7a as the vertical surface.
The third space S3 learning is a space that contains the kitchen side of the inner wall 6a of the front Kida innings 6 as the vertical plane,
The inner wall 6a of the dining room 6 in the third learning space S3 is spaced from the kitchen 7 and protrudes from the wall defining the room 4 to the center side of the dining room 6. 4, the kitchen side surface of the inner wall 6a is parallel to the dining side surface of the working unit 7a and partially facing the kitchen side surface.
Each of the plurality of vertical surfaces includes an engaged portion 12, and the furniture 20 includes an engaging portion 24 that can be engaged with each of the engaged portions 12.

According to the first aspect of the present invention, each of the plurality of vertical surfaces includes the engaged portions 12, and the furniture 20 includes the engaging portions 24 that can be engaged with the engaged portions 12. The furniture 20 can be attached to the vertical surface by engaging the engaging portion 24 with the engaged portion 12.
Since the space including such a vertical surface and the furniture 20 can be used as learning spaces S1 to S3 that can be reached by the parents in the kitchen 7, the furniture 20 can be transformed into a form of play equipment 20A. It is possible to secure a learning space corresponding to the childhood of the child and to let the child play safely. Further, by transforming the furniture 20 into the form of the desk 20B, it is possible to secure a learning space corresponding to the child's school age and beyond, and also secure a space for studying and playing with the child. Moreover, communication can be easily performed between the parent and the child.
This allows children to play, study, and communicate when they are in everyday life such as living room 5 or kitchen 7, so they can raise their children. An easy environment can be formed.
Of the plurality of learning spaces S1 to S3, a third learning space S3 is a space including the inner wall 6a of the dining room 6 and the furniture 20 arranged in front of the inner wall 6a. At the same time, since it is arranged at an interval from the kitchen 7, the parent can feel free to speak if necessary while watching the child from the kitchen 7. In addition, children can concentrate on studying and playing in their own space while feeling the feeling of their parents. Further, the furniture 20 has been transformed into the form of a desk 20B, and the engaging portion 24 of the desk 20B is engaged with the engaged portion 12 provided on the inner wall 6a of the dining 6, so this The desk 20 </ b> B can be reliably attached to the inner wall 6 a of the dining room 6, and a space for the child can be ensured in a place separated from the kitchen 7.
As a result, communication between the parent in the kitchen 7 and the child in the third learning space S3 can be easily secured, and the child can feel the parent's feeling while the parent watches the child. Therefore, the third learning space S3 can be a learning space suitable for a middle-aged child, especially from the second half of the early childhood period.

The invention according to claim 2 is the building 1 according to claim 1 as shown in FIGS.
The space S1 of the first study of the plurality of spatial learning S1~S3 is further inclusive space furniture 2 0 which is disposed in front of the front Symbol wall 5a,
The furniture 20 has been transformed into a form of play equipment 20A,
The engaging portion 24 of the play equipment 20A is engaged with an engaged portion 12 provided on the inner wall 5a.

According to the second aspect of the present invention, the first learning space S1 among the plurality of learning spaces S1 to S3 includes the inner wall 5a of the living room 5 and the furniture 20 disposed in front of the inner wall 5a. Therefore, it is possible to play a child in a relatively large space like the living room 5. Further, the furniture 20 is transformed into a form of play equipment 20A, and the engaging portion 24 of the play equipment 20A is engaged with the engaged portion 12 provided on the inner wall 5a. It can be securely attached to the inner wall 5a, and a learning space in consideration of safety can be formed.
As a result, the children in the first learning space S1 can be made spacious and safe, and communication between parents and children can be easily secured. In particular, it is possible to provide a learning space suitable for an infant child.

The invention according to claim 3 is the building 1 according to claim 1 or 2 as shown in FIGS. 1 to 5, 8 and 9, for example.
Space S2 of the second study of the spatial S1~S3 before Symbol plurality of learning is further inclusive space furniture 2 0 which is disposed in front of the dining side surface of the working portion 7a,
Of the plurality of learning spaces S1 to S3, a third learning space S3 is a space further including furniture 20 arranged in front of the inner wall 6a (5a).
The furniture 20 is transformed into the form of a desk 20B,
The engaging portion 24 of the desk 20B is engaged with the engaged portion 12 provided on the dining side surface of the working portion 7a or the inner wall 6a (5a) .

According to the third aspect of the present invention, the second learning space S2 among the plurality of learning spaces S1 to S3 is provided in the dining 6 side surface of the working unit 7a and in front of the side surface of the working unit 7a. Since the space includes the furniture 20 arranged, the parent's work in the kitchen 7 is shown to the child, the state of the child in the second learning space S2 is watched, the parent and the child You can increase conversations between them. Further, the furniture 20 has been transformed into the form of a desk 20B, and the engaging part 24 of the desk 20B is engaged with the engaged part 12 provided on the side surface of the working part 7a. The desk 20B can be securely attached to the side surface of the working unit 7a, and a space for a child can be secured in the vicinity of the kitchen 7.
As a result, communication between the parent in the kitchen 7 and the child in the second learning space S2 can be easily ensured and activated, so the second learning space S2 can be created. In particular, it is possible to provide a learning space suitable for children in early childhood.
The third learning space S3 among the plurality of learning spaces S1 to S3 includes an inner wall 6a (5a) of the living room 5 or the dining 6 and furniture 20 arranged in front of the inner wall 6a (5a). And a space that is spaced from the kitchen 7 so that parents can feel free to speak out if necessary while watching the child from the kitchen 7. Can do. In addition, children can concentrate on studying and playing in their own space while feeling the feeling of their parents. The furniture 20 is transformed into a desk 20B, and the engaging portion 24 of the desk 20B is engaged with the engaged portion 12 provided on the inner wall 6a (5a) of the living room 5 and the dining room 6. Therefore, the desk 20B can be securely attached to the inner wall 6a (5a) of the living room 5 and the dining room 6, and a space for a child can be secured in a place separated from the kitchen 7.
As a result, communication between the parent in the kitchen 7 and the child in the third learning space S3 can be easily secured, and the child can feel the parent's feeling while the parent watches the child. Therefore, the third learning space S3 can be a learning space suitable for a middle-aged child, especially from the second half of the early childhood period.

The invention according to claim 4 is the building 1 according to any one of claims 1 to 3, as shown in FIGS. 1 to 5, 8, and 9, for example.
The inner wall 6a of the dining 6 in the third space S3 learning is characterized handrail wall der Rukoto which is set at a height which does not reach the ceiling.

The invention according to claim 5 is the building 1 according to any one of claims 1 to 4, as shown in FIGS. 3 to 5, 8, and 9, for example.
A plurality of learning spaces S1 to S3 are provided in another room 9 (30) that is different from the room 4 in which the functions of the living room 5, the dining room 6, and the kitchen 7 coexist in one room and that can be shared by residents. There is another learning space S4 (S5) different from
The other learning space S4 (S5) is arranged in front of the vertical surface (for example, the central wall surface of the recess 9a, the inner walls 30a and 30b) such as the inner wall of the other room 9 (30). And a space including the furniture 20,
The vertical surface includes an engaged portion 12;
The furniture 20 is transformed into the form of a desk 20B,
The engaging portion 24 of the desk 20B is engaged with the engaged portion 12 provided on the vertical surface.

According to the invention described in claim 5, since the engaging portion 24 of the desk 20B is engaged with the engaged portion 12 provided on the vertical surface, the desk 20B is placed on the vertical surface. The other learning space S4 (S5) can be secured in the other room 9 (30). In addition, by deforming the furniture 20 into the form of the desk 20B, the other learning space S4 (S5) can be made a learning space corresponding to the child's school age or later.
The other learning space S4 (S5) including the vertical plane and the furniture 20 is different from the room 4 in which the functions of the living room 5, the dining room 6, and the kitchen 7 coexist in one room. Since it is provided in (30), it is difficult for the parents in the room 4 to reach the eyes.
And, when the other room 9 (30) that can be used jointly by the resident is used jointly by the resident, ensuring communication between the residents, for example, between parents and children or between siblings. Can do.
As a result, it is possible to achieve both the space for children that consider growth such as self-reliance and the securing of communication between residents, so even in places where parents' eyes are not always within reach, compared to the past. This makes it possible to create an environment that makes it easy to raise children.

The invention according to claim 6 is the building 1 according to claim 5, for example, as shown in FIG.
The other room 9 includes a plurality of adjacent rooms 9A and 9B, and a partition wall 9b provided between the adjacent rooms 9A and 9B and detachable from the other room 9 And
The other learning space S4 is arranged in each of the adjacent rooms 9A and 9B.

According to the invention described in claim 6, the other room 9 is provided between a plurality of adjacent rooms 9 </ b> A and 9 </ b> B and a plurality of these adjacent rooms 9 </ b> A and 9 </ b> B and with respect to the other room 9. Partition wall 9b that can be attached and detached, so that in the state without the partition wall 9b, the other room 9 can be used as one large room without partitioning, and in the state with the partition wall 9b, The other room 9 can be partitioned and used as separate adjacent rooms 9A and 9B. Further, since the other learning space S4 is arranged in each of the plurality of adjacent rooms 9A and 9B, the partitioning wall 9b can partition the other room 9 before or after partitioning. The other learning spaces S4 and S4 can be secured in each of the adjacent rooms 9A and 9B.
Thereby, when the other room 9 is used jointly by residents, it can be used as a space that can ensure communication between residents, for example, between brothers, before partitioning by the partition wall 9b. Furthermore, according to the growth of the child, the other room 9 can be partitioned to secure a private room.

The invention according to claim 7 is the building 1 according to claim 5, for example, as shown in FIG.
The other room 30 is a shared part such as a hall shared by residents,
The other learning space S5 includes at least one inner wall 30a (30b) of the inner walls 30a and 30b surrounding the common part and the furniture 20.

According to the invention described in claim 7, since the other room 30 is a shared part such as a hall shared by residents, communication between residents, for example, between parents and siblings, etc. Can be secured.
Since the other learning space S5 is provided in such a shared part, it is difficult for the parents in the room 4 to reach the eyes, and communication between residents can be easily ensured. For this reason, it becomes possible to make it easier to secure a space for a child in consideration of growth such as independence and a communication between residents.

The invention according to claim 8 is the building 1 according to any one of claims 5 to 7, as shown in FIGS.
The other rooms 9 and 30 are provided on the floor 1c different from the floor 1b on which the room 4 in which the functions of the living room 5, the dining room 6 and the kitchen 7 are coexisted is provided. .

  According to the invention described in claim 8, the other rooms 9 and 30 are different from the floor 1b provided with the room 4 in which the functions of the living room 5, the dining room 6 and the kitchen 7 coexist in one room. Since it is provided in 1c, the other rooms 9 and 30 can be easily and reliably within the range where the eyes of the parents in the room 4 cannot reach. As a result, it is possible to more easily and surely secure a space for a child in consideration of growth such as independence.

The invention according to claim 9 is the building 1 according to any one of claims 1 to 8, for example, as shown in FIGS.
The engaged portion 12 is formed horizontally and elongated along the width direction of the vertical surface,
The engaging part 24 provided in the furniture 20 is characterized in that it can be engaged at an arbitrary position in the length direction of the engaged part 12.

According to the invention described in claim 9, the engaged portion 12 is formed horizontally and long along the width direction of the vertical surface, and the engaging portion provided in the furniture 20. Since 24 can be engaged at an arbitrary position in the length direction of the engaged portion 12, the furniture 20 can be attached at an arbitrary position in the width direction of the vertical surface.
This increases the degree of freedom of the mounting position when the furniture 20 is mounted on the vertical surface, so that the furniture 20 can be mounted in consideration of other furniture installed near the vertical surface, the layout of the room 4, and the like. It becomes possible.

According to the present invention, the vertical surfaces of the plurality of locations such as the inner wall of the room where the functions of the living room, the dining room, and the kitchen coexist are provided with the engaged portions, and the furniture arranged in front of the vertical surface is: Since the engaging portion that can be engaged with each engaged portion is provided, the furniture can be attached to the vertical surface by engaging the engaging portion with the engaged portion.
The space that includes such vertical surfaces and furniture can be used as a learning space where the eyes of the parents in the kitchen can reach, so learning that corresponds to the childhood of children can be achieved by transforming the furniture into a form of play equipment. Space can be secured and children can play safely. Furthermore, by transforming the furniture into a desk form, it is possible to secure a space for learning corresponding to the child's school age and beyond, and also secure a space for studying and playing with the child. Moreover, communication can be easily performed between the parent and the child.
This makes it easier for children to play, study, and communicate when parents are in everyday life such as the living room or kitchen, making it easier to raise children than before. Can be formed.

In addition, other learning spaces can be secured in other rooms. In addition, by transforming furniture into a desk shape, other learning spaces can be used as learning spaces for children after school. Other learning spaces, such as vertical surfaces and furniture, are located in a different room from the room where the functions of the living room, the dining room, and the kitchen coexist. It is difficult for the parents who are in the same room to have the functions of the.
And when the resident uses the other room that the resident can use jointly, communication between the resident can be ensured, for example, between parents and siblings.
As a result, it is possible to achieve both the space for children that consider growth such as self-reliance and the securing of communication between residents, so even in places where parents' eyes are not always within reach, compared to the past. This makes it possible to create an environment that makes it easy to raise children.

It is a top view which shows the first floor of the building which concerns on this invention. It is a top view which shows the second floor same as the above. It is a top view showing the third floor. It is a front view which shows an example of the learning space containing a vertical surface. It is sectional drawing which shows an example of the learning space containing a vertical surface and furniture. It is a left perspective view which shows an example of the learning space containing the furniture transformed into the form of play equipment. It is a right perspective view. It is a perspective view which shows an example of the learning space containing the furniture transformed into the form of a desk. It is a perspective view which shows an example of the learning space containing the furniture transformed into the form of a desk different from the furniture shown in FIG. It is a figure which shows the structure of a decorative wall, and the usage example of a decorative wall.

Embodiments of the present invention will be described below with reference to the drawings.
1-3, the code | symbol 1 shows a building. This building 1 is a three-story house consisting of a first floor 1a, a second floor 1b, and a third floor 1c. A plurality of rooms are provided on each floor, and each floor is connected by a stair 1d and a spiral staircase 8.

  As shown in FIG. 1, the first floor 1a is provided with a car port and an entrance porch outside the building 1, and in the building 1, in addition to the entrance and toilet, the stairs 1d, etc., the first bedroom 2 and the second bedroom 3 are provided.

The second floor 1b is provided with a room 4 in which the functions of the living room 5, the dining room 6, and the kitchen 7 coexist in one room, in addition to the toilet, the bathroom, the stairs 1d, and the like. The spiral staircase 8 is installed in the room 4.
The kitchen 7 is a face-to-face kitchen having a working portion 7a that can work toward the dining room 6 side. The working unit 7a is composed of a sink with a stove and a wall 7b standing on the dining 6 side of the sink with a stove.
In the dining room 6, an inner wall 6 a that serves as a handrail wall of the spiral staircase 8 is provided so as to be parallel to and separated from the artificial wall 7 b of the working part 7 a of the kitchen 7.

  On the third floor 1c, a room 9 is provided in addition to the staircase 1d, the spiral staircase 8, and the room 30 provided at a position up the spiral staircase 8.

In the room 4 on the second floor 1b in which the functions of the living room 5, the dining room 6 and the kitchen 7 coexist in one room, the reachable range from the kitchen 7 is as shown in FIG. A plurality of learning spaces S1 to S3 corresponding to the above are provided.
Further, in the room 9 on the third floor 1c, as shown in FIG. 3, a learning space S4 corresponding to the growth stage of the child is provided. Further, the room 30 on the third floor 1c is provided with a learning space S5 corresponding to the child's growth stage.
Note that the reachable range from the kitchen 7 refers to the range within which the eyes of the parents in the kitchen 7 can reach, and that the children in the plurality of learning spaces S1 to S3 disappear from the parent's view. It can be prevented.

The child growth stage is set based on various laws and other customs.
Under the Child Welfare Law, children are babies (those who are less than 1 year old), infants (those who are from 1 year old until the beginning of elementary school age), boys (from the beginning of elementary school age to 18 years old) It is divided into those who reach it).
In the School Education Law, children are those who are enrolled in elementary school courses or elementary school courses at special support schools and are receiving primary education, and there are many people between the ages of 6 and 12. Furthermore, those who are enrolled in kindergarten and receiving preschool education are called infants. Those who are enrolled in junior high school courses or high school courses and are receiving secondary education are classified as students.
Schoolchildren refer to children who study at elementary school.
From the above, in this embodiment, the growth stage of the child is divided into four stages. The first stage refers to the stage of childhood and early childhood, and the age is set to about 0 to 3 years old. The second stage refers to the stage of childhood growth, and the age is set to about 3 to 5 years old. The third stage refers to the growth stage of middle-aged children from the second half of childhood to school age, and the age is set to about 5 to 10 years old. The fourth stage refers to the growth stage of children from the third stage until adulthood, and the age is set to about 10 to 20 years old.
However, since there are individual differences in physical and mental growth, it is not limited to the above settings.

A plurality of learning spaces S1 to S3 provided on the second floor 1b are arranged at a plurality of vertical surfaces such as an inner wall of the room 4 and in front of the vertical surfaces, and are in the form of a play equipment 20A, a desk 20B, or the like. The furniture 20 is configured to be deformable into a space.
Each of the plurality of vertical surfaces includes an engaged portion 12, and the furniture 20 includes an engaging portion 24 that can be engaged with each of the engaged portions 12.

Here, the furniture 20 can be transformed into a form of play equipment 20A or a form of desk 20B by connecting a plurality of plate members with bolts 21a or the like. That is, a lot of common materials are used for the play equipment 20A and the desk 20B, and these common materials and other materials can be easily deformed by simply connecting them with the bolts 21a or removing them appropriately. .
In the present embodiment, the play equipment 20A is in the form of a slide as shown in FIGS. 6 and 7, and the desk 20B can be adjusted in height as shown in FIGS. It is configured.
Further, the furniture 20 of the present embodiment may be used not only as a play equipment 20A or a desk 20B, but also as a seat, a storage shelf for goods, or the like.

The plurality of plate members constituting the furniture 20 are erected in a state of being laid or standing between a plurality of vertical plate members 21... The construction plate material 22 is basically used.
Further, when the play equipment 20A is a slide as in the present embodiment, an inclined plate member 23 that is inclined is used.

  As shown in FIGS. 6 to 9, a plurality of bolt insertion holes 21 b... Are formed in the vertical plate member 21 along both side edges and the central portion of the vertical plate member 21. The plurality of bolt insertion holes 21b... Are set so that there is no height difference between the bolt insertion holes 21b and 21b adjacent in the lateral direction. Further, the bolt insertion holes 21b may be formed at various locations on the vertical plate member 21 assuming use of the furniture 20 in various forms.

Bolt receiving means for receiving and screwing the bolt 21a is provided on the end surface of the construction plate member 22 and the end surface of the inclined plate member 23. The vertical plate member 21 and the construction plate member 22 can be connected by screwing the bolt 21a inserted into the bolt insertion hole 21b into the bolt receiving means. Further, the bolt receiving means may be provided at various locations on the end surface of the construction plate member 22 assuming that the furniture 20 is used in various forms.
The bolt receiving means of the present embodiment is a nut embedded in the end surface of the erected plate member 22, but is not limited to this, and a thread corresponding to the thread of the bolt 21a is formed. Bolt holes may be used.

As shown in FIGS. 6 and 7, the play equipment 20 </ b> A includes three vertical plate members 21, and a plurality of installation plate members 22, and inclined plate members 23 that are installed between the three vertical plate members 21. Configured.
Among the three vertical plate members 21, between the first vertical plate member 21 and the second vertical plate member 21, one installation plate member 22 that hits the top surface of the slide and the inclined plate member 23 are installed. Has been. One construction plate material 22 which hits the top face of the slide is provided horizontally.
Further, between the second vertical plate member 21 and the third vertical plate member 21, the plurality of installation plate members 22 are constructed so as to be assembled stepwise.
Further, the third vertical plate member 21 is formed with holes that allow children to play through.
In addition, it is assumed that a plate material or a crosspiece for reinforcing the play equipment 20A, a plate material for closing a gap, or the like is used.

As shown in FIGS. 8 and 9, the desk 20 </ b> B includes two vertical plate members 21, 21 and a plurality of installation plate members 22, which are installed between the two vertical plate members 21, 21. Has been.
In the desk 20B shown in FIG. 8, between the two vertical board | plate materials 21 and 21, the installation board | plate material 22 with a large area utilized as a top plate of the desk 20B, and the upper part is provided above this top plate, An erection plate member 22 used as a shelf and an erection plate member 22 provided in a standing state for reinforcement are erected.
In the desk 20B shown in FIG. 9, the installation board 22 with a large area used as a top board of the desk 20B, and the installation board 22 provided in a standing state for reinforcement, between the two vertical boards 21 and 21. And are built.

On the other hand, a decorative wall 11 is provided on the vertical surface, as shown in FIGS.
The decorative wall 11 is for making up the surface of the vertical surface, and includes a plurality of rail-shaped engaged portions 12, a plurality of base plate members 13, a plurality of trunk edges 14, and a parting material. 15 and a decorative sheet 16.

The engaged portion 12 is formed in an elongated shape along the width direction of the vertical surface on the vertical surface. Further, the engaged portion 12 is disposed horizontally, and is fixed to the vertical surface by a fastening material 17 such as a nail or a screw. A plurality of the engaged portions 12 are arranged at intervals in the vertical direction of the vertical surface.
For example, when the fastening material 17 such as a nail or a screw is used, the fastening material 17 is used when the face material constituting the vertical surface is a gypsum board or the like, or when there is no base on the back side of the face material. Together with the anchor member 17a.

The engaged portion 12 includes a main body rail 12a, a groove portion 12b, insertion portions 12c and 12c, contact portions 12d and 12d, and support portions 12e and 12e.
The groove 12b is formed along the length direction of the main body rail 12a so as to open on the surface of the main body rail 12a, and an insertion piece 24d (described later) of the engagement portion 24 is inserted. It is made possible. The groove 12b is formed so as to curve upward from the surface of the main body rail 12a to the center of the main body rail 12a in a side sectional view.
The insertion portion 12c is formed so as to protrude vertically in the vicinity of the center of the body rail 12a in a side view, and is inserted into a groove portion 13a (described later) formed on the upper and lower end surfaces of the base plate material 13.
The contact portion 12d is provided on the back surface of the main body rail 12a so as to extend in the vertical direction. The abutting portions 12d and 12d abut on the surface of the vertical surface and are fixed to the vertical surface by a fastening member 17 such as a nail or a screw.
The support portion 12e protrudes from the end in the extending direction of the contact portions 12d and 12d to the back surface of the base plate material 13 and is in contact with the back surface of the base plate material 13, and the vertical surface and the base plate material 13 are in contact with each other. Hold the interval.

The said base board material 13 is arrange | positioned between the engaged parts 12 and 12 adjacent up and down, and the decorative sheet 16 is affixed on the surface.
Further, groove portions 13 a into which the insertion portions 12 c of the engaged portions 12 are inserted are formed on the upper and lower end surfaces of the base plate material 13.
Further, the trunk edge 14 is provided between the base plate 13 and the vertical surface. The body edge 14 is formed to be long along the width direction of the base plate material 13 and is set to have a thickness substantially equal to the protruding dimension of the support portions 12e and 12e.
In addition, although the plywood is used as the base board material 13 of this Embodiment, it is not restricted to this, For example, a solid material, a particle board, etc. may be used.

The parting material 15 cuts off the lower end part of the base plate material 13 provided at the lower end part of the decorative wall 11, is disposed at a distance from the engaged part 12, and is a fastening material such as a nail or a screw. 17 is fixed to the vertical surface.
When the upper end portion of the base plate material 13 provided at the upper end portion of the decorative wall 11 is positioned below the ceiling of the rooms 4 and 9, the upper end portion of the base plate material 13 is parted by the parting material 15. It is done.
Further, it is assumed that parting materials are also provided at both end portions of the decorative wall 11.

And the engaging part 24 with which the said furniture 20 is provided is provided in the vertical surface side edge part of the construction board | plate material 22 of the furniture 20, and it engages | engages appropriately with the to-be-engaged part 12 of the decorative wall 11 provided in the said vertical surface. Can be combined.
In addition, since the said furniture 20 deform | transforms into various forms, the height of the said installation board | plate material 22 also changes with every various forms of the furniture 20. FIG. Along with this, the height of the engaging portion 24 also differs for each of the various forms of the furniture 20. Accordingly, as shown in FIGS. 4 to 9, the plurality of engaged portions 12... Are also positioned so as to correspond to the displacement of the height of the engaging portion 24 with respect to the vertical plane. It is attached.
When the furniture 20 is in the form of a playground equipment 20A, the engaging portion 24 is located on the top of the erected plate material 22 assembled in a staircase shape and erected in a state of being laid down horizontally. It is provided at the end of the plate member 22 on the vertical surface side.
When the furniture 20 is in the form of the desk 20B shown in FIG. 8, the engaging portion 24 is either the erection plate member 22 used as the top plate or the erection plate member 22 used as the shelf. It is provided at the end on the vertical surface side. In this Embodiment, the engaging part 24 is provided in the edge part of the vertical surface side of the installation board | plate material 22 utilized as the said top plate, and the engaging part 24 when the height of a top plate is changed. Replacement work can be omitted.
When the furniture 20 is in the form of a desk 20B shown in FIG. 9, the engaging portion 24 is provided at the end portion on the vertical surface side of the construction plate member 22 used as the top plate.

The engaging portion 24 includes a contact portion 24a, a support portion 24b, a pressing portion 24c, and an insertion piece 24d.
The abutting portion 24 a is a plate-like body that abuts the surface of the base plate 13 on which the decorative sheet 16 is affixed and the end surface on the vertical surface side of the installation plate 22 of the furniture 20.
The support part 24b extends obliquely upward from the lower part of the contact part 24a, and supports the erection plate member 22 of the furniture 20 from below.
The pressing portion 24c extends forward from the upper end portion of the contact portion 24a, and presses the end portion of the erection plate member 22 of the furniture 20 from above.
The insertion piece 24d extends in a direction opposite to the pressing portion 24c, protrudes so as to bend obliquely upward, and is inserted into a groove portion 12b formed in the engaged portion 12. .
That is, the installation plate member 22 of the furniture 20 is held by the support portion 24b and the holding portion 24c, and the engagement portion 24 itself and the installation plate member 22 of the furniture 20 are connected to the contact portion 24a and the insertion piece. It is supported on the surface of the decorative wall 11 by 24d.

  The length of the engaging portion 24 is set to be shorter than the length of the engaged portion 12 and can be engaged at an arbitrary position in the length direction of the engaged portion 12. Therefore, the furniture 20 can be attached to an arbitrary position in the width direction of the vertical surface. This increases the degree of freedom of the mounting position when the furniture 20 is attached to the vertical surface, so that the furniture 20 in consideration of other furniture installed in the vicinity of the vertical surface, the floor plan of the rooms 4 and 9, and the like. Can be attached.

  In addition, you may utilize this engaging part 24 by attaching not only to the said furniture 20 but the vertical surface side edge part of the shelf board which is not shown in figure. That is, if the shelf board provided with the engaging portion 24 is attached to the engaged portion 12 located on the upper side of the decorative wall 11, not only the decorative wall 11 is used as an attachment place of the furniture 20. It can also be used as wall storage.

As shown in FIG. 10, the decorative wall 11 further includes a plate material 18 made of a ferromagnetic material.
The plate member 18 is interposed between the base plate member 13 and the decorative sheet 16 and is fixed to the base plate member 13. The decorative sheet 16 is attached to the surface of the plate material 18. Therefore, the decorative sheet 16 is attached to the surface of the base plate material 13. More specifically, the decorative sheet 16 is attached to the surface of the base plate material 13 through the plate material 18 made of the ferromagnetic material. It shall be.
In the present embodiment, an iron plate is used as the plate material 18 made of a ferromagnetic material, but is not limited to this, for example, metals such as cobalt and nickel, alloys containing these iron, cobalt and nickel, Other compounds may be used. That is, a plate-like material to which magnets (magnet 19a and the like to be described later) are attached is provided between the base plate material 13 and the decorative sheet 16.
As described above, the decorative wall 11 has a structure in which the plate material 18 made of the ferromagnetic material is interposed between the base plate material 13 and the decorative sheet 16. As a result, a magnet can be attached to the decorative wall 11, so that an article can be attached to the decorative wall 11 using the magnet, or the decorative wall 11 itself can be used as a tool for studying and playing with children. You can do it.

  Subsequently, the plurality of learning spaces S1 to S3 provided in the room 4 on the second floor 1b, the fourth learning space S4 provided in the room 9 on the third floor 1c, and the third floor 1c The fifth learning space S5 provided in the room 30 will be described.

Among the plurality of learning spaces S1 to S3, the first learning space S1 is arranged in front of the inner wall 5a of the living room 5a and the inner wall 5a, as shown in FIGS. It is a space including the furniture 20. That is, the vertical plane in the first learning space S1 is the inner wall 5a of the living room 5.
The decorative wall 11 is provided on the wall surface of the inner wall 5a of the living room 5 as the vertical surface.
Such an inner wall 5a and furniture 20 of the living room 5 are provided in a range that can be seen from the kitchen 7. That is, the first learning space S1 is provided in a range where the eyes of the parents in the kitchen 7 can reach.

Further, in the first learning space S1, the furniture 20 is transformed into a play equipment 20A.
In the present embodiment, as described above, it has been transformed into the form of a slide, and the engaging portion 24 provided on the play equipment 20A is provided with a plurality of coverings of the decorative wall 11 provided on the inner wall 5a of the living room 5. The engaging portion 12 is engaged with the engaged portion 12 having the same height.
Thus, the play equipment 20A can be securely attached to the inner wall 5a, and a learning space in consideration of safety can be formed.

Thus, by providing the first learning space S1 in the living room 5 within the reach of the parents' eyes in the kitchen 7, it is possible to play a child in a relatively wide space like the living room 5. it can.
Therefore, in the first learning space S1, the child can be made spacious and safe, and the communication between the parent and the child can be easily secured. In particular, it is possible to provide a learning space suitable for an infant child.
That is, the first learning space S1 is a learning space suitable for the child corresponding to the first stage in the child's growth stage.

Among the plurality of learning spaces S1 to S3, the second learning space S2 is a dining side surface of the working unit 7a, as shown in FIG. 2, FIG. 4, FIG. 5, FIG. The furniture 20 is arranged in front of the side surface of the working unit 7a. That is, the vertical surface in the second learning space S2 is the dining side surface of the working unit 7a. In particular, in the present embodiment, the dining side surface of the artificial wall 7b constituting the working unit 7a is used. pointing.
Further, the decorative wall 11 is provided on the dining side surface of the artificial wall 7b as the vertical surface. In other words, the decorative wall 11 is provided on the dining side of the artificial wall 7b.
Such a dining side surface of the working unit 7a and the furniture 20 are provided within a range that can be reached from the kitchen 7 with the working unit 7a interposed therebetween. That is, the second learning space S2 is provided in a range where the eyes of the parents in the kitchen 7 can reach, and at least the height of the portion of the artificial wall 7b where the furniture 20 is arranged in front is The height of the child in the vicinity of the furniture 20 is set so as to be visible from the kitchen 7 side.

Further, in the second learning space S2, the furniture 20 is transformed into a desk 20B.
In the present embodiment, the desk 20B shown in FIG. 8 is transformed, and the engaging portion 24 provided on the desk 20B includes a plurality of coverings of the decorative wall 11 provided on the dining side surface of the artificial wall 7b. Of the engaging portions 12..., The engaged portions 12 are engaged with each other.
Thereby, the said desk 20B can be reliably attached to the dining side of the said construction wall 7b, and the space for children can be ensured in the kitchen 7 vicinity.

In this way, the second learning space S2 is provided in front of the construction wall 7b within the reach of the parents in the kitchen 7, so that the parent's work in the kitchen 7 can be shown to the child, It is possible to watch the child in the learning space S2 and increase the conversation between the parent and the child.
Accordingly, not only can communication between the parent in the kitchen 7 and the child in the second learning space S2 be easily ensured, but also the activation can be activated. In particular, it is possible to provide a learning space suitable for children in early childhood.
That is, the second learning space S2 is a learning space suitable for the child corresponding to the second stage in the child's growth stage.

Among the plurality of learning spaces S1 to S3, a third learning space S3 includes an inner wall 6a of the dining room 6 and the inner wall as shown in FIGS. 2, 4, 5, 8, and 9. It is a space including furniture 20 arranged in front of 6a. That is, the vertical surface in the third learning space S3 is the kitchen side surface of the inner wall 6a of the dining 6.
Further, the inner wall 6a and the third learning space S3 are arranged at a distance from the kitchen 7.
The decorative wall 11 is provided on the side of the kitchen of the inner wall 6a as the vertical surface.
The inner wall 6a and the furniture 20 of the dining room 6 are provided in a range that can be seen from the kitchen 7. That is, the third learning space S3 is provided in a range where the eyes of the parents in the kitchen 7 can reach.

Further, in the third learning space S3, the furniture 20 is transformed into a desk 20B.
In this embodiment, the desk 20B shown in FIG. 9 is transformed, and the engaging portion 24 provided on the desk 20B includes a plurality of coverings of the decorative wall 11 provided on the dining side surface of the artificial wall 7b. Of the engaging portions 12..., The engaged portions 12 are engaged with each other.
Thereby, the desk 20 </ b> B can be securely attached to the inner wall 6 a of the dining room 6, and a space for a child can be secured in a place separated from the kitchen 7.

In this way, the third learning space S3 is provided in front of the inner wall 6a of the dining room 6 within the reach of the parents' eyes in the kitchen 7 while being separated from the kitchen 7, so that the parent can move away from the kitchen 7. While watching the child, you can feel free to speak if necessary. In addition, children can concentrate on studying and playing in their own space while feeling the feeling of their parents. That is, the parent can watch the child from behind the child, and the child can put the parent into view when looking back.
Therefore, it is possible to easily secure communication between the parent in the kitchen 7 and the child in the third learning space S3, and for the child who can feel the parent's feeling while the parent watches the child. Since the space can be secured, the third learning space S3 can be a learning space suitable for a child of a middle age especially from the second half of the early childhood period to the school age.
In other words, the third learning space S3 is a learning space suitable for children corresponding to the third stage in the child's growth stage.

Further, the fourth learning space S4, which is another learning space different from the plurality of learning spaces S1 to S3, is formed in another room 9 different from the room 4, as shown in FIG. Is provided. This room 9 can be used jointly by residents.
The fourth learning space S4 includes a vertical plane of the other room 9 and the furniture 20 arranged in front of the vertical plane. The vertical surface includes an engaged portion 12, and the furniture 20 is transformed into a desk 20B. The engaging portion 24 of the desk 20B is an engaged portion provided on the vertical surface. It is engaged with the part 12.
Further, the other room 9 includes a plurality of adjacent rooms 9A and 9B, and a partition wall 9b provided between the adjacent rooms 9A and 9B and detachable from the other room 9. The fourth learning space S4 is arranged in each of the plurality of adjacent rooms 9A and 9B.
Since the other room 9 can be changed to a private room in the future, it functions as a relatively private space rather than the room 30 that functions as a public place, as will be described later.

In the room 9 on the third floor 1c, as shown in FIG. 3, a partition wall 9b indicated by an imaginary line is detachable, and the floor plan can be changed according to the growth stage of the child. That is, the room 9 is composed of two adjacent rooms 9A and 9B, and a partition wall 9b that can be attached and detached is provided between the adjacent rooms 9A and 9B.
That is, in the state without the partition wall 9b, the adjacent rooms 9A and 9B can be made into one large room 9, and in the state with the partition wall 9b, the adjacent rooms 9A and 9B can be partitioned into separate rooms.

The adjacent rooms 9A and 9B are each provided with a recess 9a. The recess 9a is a space composed of a central wall surface and both side wall surfaces provided in a direction orthogonal to the central wall surface from both end portions of the central wall surface.
The fourth learning space S4 is a space including the central wall surface of the recess 9a and the furniture 20 arranged in front of the central wall surface. That is, the vertical plane in the fourth learning space S4 is the central wall surface of the recess 9a.
The decorative wall 11 is provided on the central wall surface of the recess 9a as the vertical surface.

  Further, in the fourth learning space S4, the furniture 20 is transformed into a desk 20B shown in FIG. The engaging portion 24 provided on the desk 20B is engaged with the engaged portion 12 having the same height among the plurality of engaged portions 12 of the decorative wall 11 provided on the central wall surface of the recess 9a. Match. Thus, the desk 20B can be securely attached to the central wall surface of the recess 9a.

According to the fourth learning space S4 like this, a space for a child can be secured in a place where the eyes of the parents in the kitchen 7 cannot be reached. As a result, a suitable environment for children can be formed, so that the children can concentrate on their own space and concentrate on their studies and hobbies. Further, even when the room 9 is used by brothers and sisters, the room 9 can be partitioned into separate rooms 9A and 9B by the partition wall 9b, so that it is possible to effectively cope with the child's growth stage.
Therefore, the fourth learning space S4 is a learning space suitable for children corresponding to the fourth stage in the child growth stage.

In the room 9, when the child's growth stage has not reached the fourth stage, the partition wall 9b is removed to form one large room, and the bedding is arranged as shown in FIG. It may be used as a space for
As shown in FIG. 1, the first bedroom 2 and the second bedroom 3 are provided adjacent to the first floor 1 a of the building 1. The first bedroom 2 and the second bedroom 3 are bedrooms suitable for use when the child's growth stage is the first stage or the second stage.
In other words, the children having different growth stages are separated into the first bedroom 2 and the second bedroom 3, and the children can sleep at an appropriate distance. This is preferable because, for example, the mother can easily take care of breastfeeding or the like of the child whose growth stage is the first stage, and can also understand another child sleeping in the adjacent room.
As described above, the building 1 according to the present embodiment can live corresponding to the child's growth stage regardless of day or night.

Further, the fifth learning space S5, which is another learning space different from the plurality of learning spaces S1 to S3, is located in another room 30 different from the room 4, as shown in FIG. Is provided. This room 30 can be used jointly by residents.
The fifth learning space S5 includes a vertical plane of the other room 30 and the furniture 20 arranged in front of the vertical plane. The vertical surface includes an engaged portion 12, and the furniture 20 is transformed into a desk 20B. The engaging portion 24 of the desk 20B is an engaged portion provided on the vertical surface. It is engaged with the part 12.
The other room 30 is a shared part such as a hall shared by residents, and the fifth learning space S5 is at least one of the inner walls 30a and 30b surrounding the shared part. The inner wall 30a (30b) and the furniture 20 are configured.

The shared portion has a function as a hall arranged on the flow line in the building 1 and is provided on the third floor 1c in the present embodiment.
That is, in the room 30 which is the common part, as shown in FIG. 3, an entrance 31 leading to the staircase 1d, an exit of the spiral staircase 8, and entrances 33 and 33 to the room 9 are provided. It has been. Therefore, it is a public place that can be used by any resident, and is a space open to the staircase 1d side or the spiral staircase 8 side. In particular, the spiral staircase 8 is provided between the second floor 1b and the third floor 1c using an opening formed in the floor of the third floor 1c, and the entrance 32 is open. For this reason, the presence of the child in the room 30 on the third floor 1c can be felt while in the room 4 on the second floor 1b.
Further, as shown in FIG. 3, a storage section 34 is provided in the room 30.

A plurality of desks 20B may be arranged in front of the inner walls 30a, 30b, or may be arranged in front of the inner walls 30a, 30b.
The decorative wall 11 is provided on the inner walls 30a, 30b as the vertical surfaces.
Therefore, the engaging portion 24 provided on the desk 20B is connected to the engaged portion 12 having the same height among the plurality of engaged portions 12 of the decorative wall 11 provided on the inner walls 30a and 30b. Is engaged. Thus, the desk 20B can be securely attached to the inner walls 30a and 30b.

In the present embodiment, the height of the inner wall 30a is a relatively low wall set to a height (for example, about 900 mm to 1200 mm) such as a waist wall or a handrail wall. A storage shelf 36 is provided between the upper end of the inner wall 30 a and the ceiling of the room 30.
The storage shelf 36 is open to the room 30 without a front door, and stores items related to hobbies such as books, toys, plants, and the like that each resident is interested in. Thus, even when the residents cannot communicate directly with each other, it is possible to know the interests of each resident through the stored items and to perform indirect communication.
Although not shown in the drawings, the storage shelf 36 includes a portion where a back plate is provided on the back surface located on the staircase 1d side and a portion where no back plate is provided, and no back plate is provided. The portion opens to the staircase 1d side. That is, the room 30 and the space on the staircase 1d side are in communication with each other through a portion of the storage shelf 36 where the back plate is not provided. Thus, for example, if the portion where the back plate is not provided is at a relatively low position, the child in the fifth learning space S5 on the inner wall 30a side confirms other residents who pass through the stairs 1d even while studying. be able to. It is also possible to view the outdoor scenery through a window 39 provided on the outer wall facing the inner wall 30a. Moreover, since the ventilation in the said room 30 can also be performed using the part in which the said backplate is not provided, it is preferable.
In the present embodiment, the upper part of the back of the storage shelf 36 is the part where the back plate is provided, and the lower part is the part where the back plate is not provided. .

In the example of FIG. 3, a parent desk 37 is arranged on the inner wall 30b (30a) where the furniture 20 such as the desk 20B is not arranged.
The parent desk 37 is a space for parents to work. By providing the parent desk 37 in the room 30, not only children but also parents can naturally gather in the room 30 and communication can be ensured.
In addition, for example, the child's desk 20B is arranged on the inner wall 30a (30b) side, and the parent desk 37 is arranged on the inner wall 30b (30a) side, so that it is resistant to matching the face with the parent. Even in four-stage children, parents and children can feel attentive without having to face each other, and communication can be ensured.

In the example of FIG. 3, an L-shaped handrail wall 8 a in plan view is formed around the spiral staircase 8 along an opening formed in the floor of the third floor 1 c and beside the exit 32. Is provided. In addition, the outer corner of the handrail wall 8a has an arcuate outer corner, and the other hand desk is formed by cutting out the portion on the handrail wall 8a side corresponding to the corner of the handrail wall 8a. 38 is fixed.
The other desk 38 is not limited to a particular user, and is a common desk mainly intended for use by a plurality of people at a time. Communication between siblings or between parents and children, as well as between friends and relatives. It has become a space.
Since the other desk 38 is provided along the L-shaped handrail wall 8a, one user sits on a chair facing one side of the handrail wall 8a, and the other user The chair can face the other side surface of the handrail wall 8a. This eliminates the need for a plurality of users who use the other desk 38 to face each other, and allows one user to sit at an oblique position with respect to the other user. As a result, for example, rather than using a desk 38 with a plurality of users facing each other, it is possible to reduce the tension that one user gives to the other user, so it is easy to form an environment in which communication can be easily performed. .
In addition, the other desk 38 is located behind the resident who sits facing the inner wall 30a and the resident who sits facing the inner wall 30b, and therefore faces the inner wall 30a (30b). One resident who sits down interrupts the work, rests at the other desk 38, and takes indirect communication such as looking at the other resident sitting facing the inner wall 30b (30a). it can. In particular, it is preferable because the parent can look at the appearance of the child and see the state, and the child can see the back of the parent.

According to the room 30 provided with the fifth learning space S5 as described above, this room 30 is a shared part such as a hall shared by residents, so for example, between parents and siblings For example, communication between residents can be ensured.
And since the said 5th learning space S5 is provided in such a shared part, it is hard to reach from the parent in the said room 4, and communication between residents can also be ensured easily. For this reason, it becomes possible to make it easier to secure a space for a child in consideration of growth such as independence and a communication between residents.
The fifth learning space S5 is a learning space suitable for children corresponding to the fourth stage in the child growth stage.

The other rooms 9, 30 are provided on a floor 1c different from the floor 1b on which the room 4 is provided, as shown in FIGS. As a result, the other rooms 9 and 30 can be easily and surely set within the reach of the parent's eyes in the room 4, so that a space for children considering growth such as self-reliance is provided. It can be ensured more easily and reliably.
In the present embodiment, the other rooms 9 and 30 in which the fourth and fifth learning spaces S4 and S5 are thus provided are provided on the floor 1c different from the room 4. However, it is not limited to this. That is, the room 4 and the other rooms 9 and 30 may be provided on the same floor.

Subsequently, another method of using the decorative wall 11 will be described.
As described above and as shown in FIG. 10, the decorative wall 11 has a structure in which the plate material 18 made of the ferromagnetic material is interposed between the base plate material 13 and the decorative sheet 16. A magnet can be attached to such a decorative wall 11, and various articles can be attached using the magnet.
For example, the decorative wall 11 can be used on a daily basis by attaching a child's schedule to the decorative wall 11 using a magnet 10a or attaching a memo.
Also, a paper or the like on which a message is written can be pasted with the magnet 19a, and this can be exchanged between the parent and the child, so that the parent and the child can easily communicate.
Further, for example, the decorative wall 11 can be used as an educational tool by using magnets 19b, 19c, and 19d in the form of characters and figures.
Furthermore, a screen 19e provided with a sheet-like magnet (magnet) on the back surface can be attached to the decorative wall 11 to project an image from the projector.
Although the above example was given as the other usage method of the said decorative wall 11, it is not restricted to this, Considering various usage methods of the said decorative wall 11 itself is for fostering creativity of a child. It becomes important.

According to the present embodiment, a plurality of vertical surfaces such as the inner wall of the room 4 in which the functions of the living room 5, the dining room 6, and the kitchen 7 coexist are provided with the engaged portions 12, respectively. , The engaging portion 24 that can be engaged with each of the engaged portions 12... Is provided, so that the furniture 20 is moved to the vertical position by engaging the engaging portion 24 with the engaged portion 12. Can be attached to a surface.
Since the space including the vertical surface and the furniture 20 can be used as learning spaces S1 to S3 that can be reached by the parent from the kitchen 7, the furniture 20 can be transformed into a form of play equipment 20A. It is possible to secure a space for learning corresponding to the childhood of the child and to allow the child to play safely. Further, by transforming the furniture 20 into the form of the desk 20B, it is possible to secure a learning space corresponding to the child's school age and beyond, and also secure a space for studying and playing with the child. Moreover, communication can be easily performed between the parent and the child.
This allows children to play, study, and communicate when they are in everyday life such as living room 5 or kitchen 7, so they can raise their children. An easy environment can be formed.

Further, in the other rooms 9 and 30, the fourth learning space S4 and the fifth learning space S5, which are the other learning spaces, can be secured. In addition, by transforming the furniture 20 into the form of the desk 20B, the fourth and fifth learning spaces S4 and S5 can be made into learning spaces corresponding to the child's school age and later. Since the fourth and fifth learning spaces S4 and S5 including the vertical surface and the furniture 20 are provided in a room different from the room 4, the eyes of the parents in the room 4 reach the eyes. It has become difficult.
And when a resident uses the said other rooms 9 and 30 jointly, communication between residents, such as between parents and children, for example, between brothers, can be ensured.
As a result, it is possible to achieve both the space for children that consider growth such as self-reliance and the securing of communication between residents, so even in places where parents' eyes are not always within reach, compared to the past. This makes it possible to create an environment that makes it easy to raise children.

In the building 1 of the present embodiment, a plurality of learning spaces S1 to S5 corresponding to the child's growth stages are prepared, and an environment suitable for the child in each growth stage can be provided. Each learning space S1 to S5 includes a vertical surface provided with an engaged portion and furniture 20 configured to be deformable into a form such as a playground equipment or a desk.
Thereby, it is possible to provide a living environment such as the living room 5 that facilitates skinship for the child corresponding to the first stage. In addition, it is possible to provide a living environment such as the kitchen 7 that makes it easy to talk to the mother for children in the second stage. In addition, it is possible to provide a living environment such as a dining room 6 that is not distracting for children corresponding to the third stage. In addition, it is possible to provide a living environment such as rooms 9 and 30 that can concentrate on learning for children corresponding to the fourth stage.
Furthermore, communication can be ensured for children corresponding to each stage, learning motivation can be drawn through dialogue, and thinking can be nurtured. As a result, it is possible to cultivate more diverse perspectives and thoughts than to study alone, and to suppress the passing of family members.
Further, for example, if it is easy to gather a family by putting a recreational device such as a TV in the living room 5, but the other room 9 or 30 does not have a TV or the like, in the other room 9 or 30, Increased concentration. For this reason, the other rooms 9 and 30 are useful spaces especially for children corresponding to the fourth stage.

DESCRIPTION OF SYMBOLS 1 Building 4 Room 5 Living 5a Inner wall 6 Dining 6a Inner wall 7 Kitchen 7a Work part 7b Artificial wall 11 Decorative wall 12 Engaged part 20 Furniture 20A Play equipment 20B Desk 24 Engagement part S1 First learning space S2 Second learning Space S3 The third learning space

Claims (9)

Among the rooms where the functions of living, dining and kitchen coexist, there are multiple learning spaces that correspond to the child's growth stage within the reach of the kitchen.
The room is formed in a substantially rectangular shape in plan view,
The living room, the dining room, and the kitchen are arranged along the length direction of the room formed in a substantially rectangular shape, and the dining room is located between the living room and the kitchen,
The kitchen is a face-to-face kitchen that is disposed away from the wall that divides the room and has a working unit that can work toward the dining side,
The plurality of learning spaces include a plurality of vertical surfaces such as an inner wall of the room,
It is arranged in front of the vertical surface, and is a space including furniture configured to be deformable into a form such as a playground equipment or a desk,
The first learning space among the plurality of learning spaces is a space including the inner wall of the living room as the vertical plane,
The second learning space is a space including the working side dining side as the vertical surface,
Space of the third study is a space that contains the kitchen side of the inner wall of the front Kida innings as the vertical plane,
The inner wall of the dining room in the third learning space is arranged in the room so as to be spaced from the kitchen and project from the wall defining the room to the center side of the dining room. Furthermore, the kitchen side of this inner wall is in a state of being parallel and partially facing the dining side of the working part,
Each of the plurality of vertical surfaces includes an engaged portion, and the furniture includes an engaging portion that can be engaged with each engaged portion. In the building according to claim 1,
The space of the first study of the plurality of learning space is further inclusive space disposed in front of the front Symbol wall furniture,
The furniture has been transformed into a form of play equipment,
The building is characterized in that the engaging portion of the play equipment is engaged with an engaged portion provided on the inner wall. In the building according to claim 1 or 2,
Space of the second study among the previous SL multiple learning space is further inclusive space arranged furniture in front of the dynein grayed side surface of the working portion,
A third learning space among the plurality of learning spaces is a space further including furniture arranged in front of the inner wall,
The furniture has been transformed into a desk form,
The building is characterized in that the engaging portion of the desk is engaged with an engaged portion provided on a dining side surface or the inner wall of the working portion. In the building as described in any one of Claims 1-3,
The inner wall of the dining in the space of the third study, the building, characterized in handrail wall der Rukoto which is set at a height which does not reach the ceiling. In the building as described in any one of Claims 1-4,
Other learning spaces different from the plurality of learning spaces are provided in other rooms that are different from the living room, dining room, and kitchen functions in one room and can be used jointly by residents. And
The other learning space is a space including a vertical surface such as an inner wall of the other room and the furniture arranged in front of the vertical surface.
The vertical surface includes an engaged portion;
The furniture has been transformed into a desk form,
The building is characterized in that the engaging portion of the desk is engaged with an engaged portion provided on the vertical surface. In the building according to claim 5,
The other room is a room provided with a plurality of adjacent rooms and a partition wall provided between the plurality of adjacent rooms and detachable with respect to the other room,
The other learning space is arranged in each of the plurality of adjacent rooms. In the building according to claim 5,
The other room is a shared part such as a hall shared by residents,
The other learning space is configured to include at least one of the inner walls surrounding the shared portion and the furniture. In the building as described in any one of Claims 5-7,
The building is characterized in that the other room is provided on a different floor from a floor provided with a room in which the functions of the living room, the dining room, and the kitchen coexist. In the building as described in any one of Claims 1-8,
The engaged portion is formed horizontally and elongated along the width direction of the vertical surface,
The building is characterized in that the engaging portion provided in the furniture can be engaged at an arbitrary position in the length direction of the engaged portion.

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