Warm wood, soft flowing curves, and natural elements welcome learners and their families to each new day.
Natural Pod: How Intentional Design and Real Collaboration Created a Living Sanctuary for San Bernardino’s Youngest Learners
Written by Insiya Rasiwala for Natural Pod | Photography by Jason O’Rear
In the heart of San Bernardino, California, where green spaces are a cherished rarity in the urban desert landscape, a new kind of sanctuary has taken root. The Frances Grice Cardinal Child Development Center (CCDC) is a landmark achievement for the San Bernardino City Unified School District (SBCUSD), serving as a visible example of what happens when a community’s vision for its youngest learners meets architectural innovation and intentional design that is rooted in place.
A LEED Platinum certified and Net Zero designed facility, the center is a beacon of sustainability and social equity. It provides a world-class environment for a diverse, traditionally underserved community, proving that high-performance environmental design and nurturing early childhood education are deeply interconnected. The project is also a study in harmonious, collaborative partnership. Here, the goals of a forward-thinking school district are translated in the organic forms of award-winning architecture firm LPA’s visionary structures, while within the center’s walls, Natural Pod’s flexible, nature-inspired furniture becomes a true partner in the learning journey.
Designing Around What Already Grows
The inception of the Cardinal project was defined by a commitment to the land itself. The site, once an agricultural plot for a nearby high school, held the “gift” of dozens of mature trees. While typical development might see such features as obstacles, the team at LPA and the SBCUSD viewed them as the project’s primary inspiration.
Shae Foster, LPA’s Senior Project Architect, remembers the project’s beginnings as a moment of values alignment.
—Shae Foster
These trees—a collection of cedars, eucalyptus, and Chinese evergreen elms—offer a vital microclimate. The building canopy was designed to mimic and blend with the natural tree canopy, shading the majority of the site. This natural cooling system is so effective that even in the 95-degree heat of a San Bernardino August, the classrooms can remain comfortable without the constant use of air conditioning.
Kenya Huezo, LPA Landscape Architect, describes the preservation effort as an integral part of the site’s success:
—Kenya Huezo
A rhythmic, wood-trimmed architectural canopy curves through the outdoor play area, providing shade and visual movement.
Trees as Inspiration
LPA’s design team embraced the metaphor of a tree to ground the project’s architecture. The design weaves this concept throughout: the site forms the roots, giving an organic feel to the layout; the building and classrooms represent the trunk; and the generous overhangs replicate a sheltering canopy. Victoria Lowell, Project Manager in K-12 who served as lead interior designer, explains that visitors can walk along shaded walkways that mirror “the experience of being under a forest canopy.”
This metaphor extends to the materiality of the center. Shae notes that the building is clad in wood, with the structure itself remaining exposed to view. This creates a tactile, honest environment where children can see the “bones” of their school. The result is a natural feeling with lots of tactile materials both inside the classrooms and out, designed to spark curiosity and help students begin to understand their world through the built environment.
A central tenet of the design was the shift in perspective to the child’s level. Victoria explains that for once, adults are the ones who have to conform to the scale. The team conducted studies on the different scales of users, from infants to five-year-olds, examining how spaces respond to each age group
The warm wood and soft edges of Natural Pod’s Reach™ Tables, Share™ Benches, and Evergreen™ Shelving perfectly complement the open-ended learning space.
The Play Wall and the Geometry of Risky Play
The interior of the building features a unique “Play Wall” which the team referred to as the “bark” of the tree. This perimeter structure is designed to be lived in—a place where, metaphorically, squirrels can make nests and birds can burrow. It’s designed at a scale where a two-year-old can crawl into one of these little burrows on the ground, while a five-year-old can use the same space to sit and read a book. The wall responds to all ages simultaneously.
The Play Wall also serves as a primary site for “risky play”—a vital concept in early childhood development that encourages children to test their physical limits and build confidence.
—Victoria Lowell
A vibrant cardinal red bird-shaped structure is the centerpiece of a sunny, grassy play area where children actively climb and explore.
Navigating Complexity: The 0–5 Journey
Designing for a range of ages from infancy through five years old requires a delicate balance of safety and continuity. State mandates require physical separation between infants/toddlers and the older preschool children. Kenya and the landscape team addressed this by creating specialized zones that still felt part of a singular, cohesive narrative.
The infant-toddler playground is contained, but it is designed as its own experience. The equipment is selected for that specific age group while maintaining flexibility for interpretation. Kenya explains that the team made seat walls shorter—12 to 14 inches—making them accessible for small bodies. The goal was to make the environment non-prescriptive, even for the youngest students.
This non-prescriptive approach ensures that the “Third Teacher”—the environment—is always offering something new to discover, regardless of the child’s developmental stage.
