TOPOGRAPHY OF THE SOUTHERN UKRAINE, POTENTIAL AND PROSPECTS OF PLACEMENT OF PRESCHOOL EDUCATIONAL INSTITUTIONS IN THE DIFFICULT TERRAIN CONDITIONS
Authors:   Odessa State Academy of Civil Engineering and Architecture, Kyselov V. 
Published: April 2021

The paper "Potential and prospects of placement of preschool educational institutions in the difficult terrain conditions in the context of the South of Ukraine" spotlights terrain characteristics of the South of Ukraine, identifies physical and geographical features of the southern regions, analyses terrain characteristics of Odessa, Dnipropetrovsk (Sichelavskiy), Kherson, Mykolaiv, Zaporizhzhya regions and also territories of the Autonomous Republic of Crimea and Sevastopol. The land fund condition of the south of Ukraine is considered in the paper and the analysis of the functional distribution of lands is given. The landforms of the southern Ukraine were identified in the paper, among which the most common were coastal slopes of water bodies (Black and Azov seas, large rivers, etcetera ) and mountains located on the territory of the Crimean peninsula, hills, ravines, gullies and other landforms. The classification of difficult terrains by the shape of the earth's surface unevenness and slopes treated in the paper. The potential, advantages and disadvantages of placing kindergartens on the territories with a difficult topography of the southern region of Ukraine are considered based on comparative analysis of 33 preschool educational institutions, placed on a difficult terrain. It is shown that the eight main factors affect on the formation of preschool educational institutions on a difficult terrain: The natural-geographical factor, including the totality of natural features, which are characteristic of the territory where the preschool educational institution is being places, can include: terrain features (slope steepness, shape, elevation difference, altitude according to Baltic Normal Height System, etcetera), the soil composition in the design area and their tendency to erosion and landslides, climatic features of the design area, and a number of other factors. The socio-demographic factor is characterized by quantitative-qualitative composition of the population in the design area, distribution by age and gender, social status, economic well- being. This factor is the main one in assessing the needs of residents in access to preschool, which determines the number of new preschool educational institutions, also it helps to identify potential places for their placement, and can be used in calculating the number of places and the composition of the premises in the preschool institution. The safety factor, when buildings and structures of preschool educational institutions are located in areas with a difficult terrain, affect on the choice of finishing and building materials (the use of non-slip, safety materials that meet the sanitary and hygienic standards, fire safety require-ments, the use of safety fences, necessary heights and types, in areas with a sharp difference in heights, etcetera), as well as for planning decisions (placement of inclusive cells for groups on a relative but equal parts of the site, minimizing the number of steps in terraced type of accommodation, and other planning decisions). The economic factor during the erection must include increasing in the cost of construc- tion and its complexity in connection with terrain characteristics. The negative impact of this factor can be partially eliminated by reducing the plot of land cost, as well as the possibility of ration-alizing the site development ( the usage of types of placement with a minimum amount of land work, compact construction, the usage of additional area due to operated roof) and more. The constructive factor affects the rational selection of the constructive scheme and the choice of constructive decisions, when the building is located on a plot with a difficult topography. The aesthetic factor should take into account the geometry specificities and terrain charac- teristics, and maximize the usage of their potential in creating a holistic architectural and artistic image of the building, also should create a harmonious and comfortable environment for the peda- gogical process, positively affect on the child’s emotional state and encourage him or her to ex- plore the world. The environmental factor should be taken into account, while making architectural deci- sions and contribute to the creation of an environmentally safe and energy-efficient environment for preschool children. The factors of inclusion provide access for people with limited mobility to preschool edu- cational institution. The classification of the placement types of preschool educational institutions, which are placed on difficult terrains, is considered in the paper. Six placement types were identified: flat, terraced, dipped, on construction supports, cantilevered and integrated.Four main methods of formation of the space-planning structure of preschool education institu- tions, placed on a difficult terrain, have been developed, based on the preschool educational institutions formation factors and placement types: 1) Modifications. This technique involves a significant modification of land lots and greatly changes the appearance and geometry of the terrain, includes a lot of excavations, but it does not require the usage of special construction solutions. The following method refers to these types of placement: flat, terraced. 2) Integration. While using this technique, it is assumed that the building of preschool educa- tion institution is maximally integrated into the landscape, which ensures better energy ef- ficiency and environmental friendliness of the object. The usage of this technique involves excavations in combination with more complex construction solutions s than while using the "modification" technique. The following method refers to these types of placement: in- depth, integrated 3) The method of difficult terrain bypassing. It provides for the maximum avoidance of the most difficult sections of the terrain, using the form of plan or construction solutions (plac- ing buildings on construction supports above negative terrain, using cantilever, cable- stayed structures, tunnels, etcetera). Using this technique allows to minimize the amount of excavations, but it requires special construction solutions. The following method refers to these types of placement: cantilever and on construction supports. 4) The method of combination. The method is a combination of the mentioned above methods of forming a space-planning structure to optimize the project, to ensure maximum efficien- cy in the plot of land usage, to select the most economical and effective constructive meth- ods and create a unique architectural and artistic image of a preschool educational institu- tion. The use of territories with difficult a terrain for placing a preschool educational institution, in the context of the South of Ukraine, is possible if nessecary to place a preschool institution in the existing urban planning conditions, in which there are no vacant land lots with a sufficient square, or while creating a new residential area on territories, which have land lots with a difficult terrain. The following types of preschool education institutions have the biggest potential among the other ones for placing on territories with a difficult terrain in context of the south of Ukraine: 1. Preschool education institution with medium and large holding capacity, located on land lots of moderate complexity within the mountainous territories of the Crimean peninsula, on positive, circular landforms with soil stability (hilly areas within the Southern Ukraine). The main formation methods of space-planning structure are - modification and combina- tion. Main types of placing: terraced and flat. 2. Ecological preschool education institutions with small and medium holding capacity, locat- ed on the coastal slopes of water bodies. These institutions have great recreational poten- tial, and harmonically match the surrounding terrain. The main formation method of space- planning structure is – integration. 3. Preschool education institutions with a variety of holding capacities with unique construc- tion decisions. The main formation methods of space-planning structure are – combination and the method of difficult terrain bypassing.The paper includes 2 pictures and 1 table.