Within the “Territories of Childhood” thesis framework, the project follows an urban regeneration strategy of a site where a kindergarten functions on a prefabricated building in disrepair.
In terms of functional composition, the “servants spaces” for temporary use are distinguished from the “served spaces” of more prolonged activities. The emphasis placed on the classrooms is reinforced by their physical and visual projection to the outside, assuming both volumetric and material protagonism. The
corridors labyrinthic layout was also intentional, to defend less immediate connections between pathways and spaces. Turning them into more playful and experimental expansion areas that enable each child to browse through and choose the activities that sparked most interest.
A central courtyard connects the kindergarten interior with the garden, starting a playful journey: bypassing the trees, rising into a belvedere that overlooks the surroundings and the school itself, transitioning to the slide.
