The site is surrounded by a disjointed sequence of wooded parks, and the extent of the plot allows us to propose the compatibility of the educational program with the ludic use. As a result, the kindergarten is placed within a public green itinerary, leading to the emergence of a ‘synergy space’.
The building is generated around an inner courtyard, embracing it, seeking to protect the children’s game and create a unique interior landscape. Classrooms are connected to the courtyard, filtering noise pollution and, above all, ‘fluffing’ the space outwards. This provides a new set of interesting teaching possibilities, and the development of educational activities outdoors.
The project relies on the benefits of the space outside the classrooms as a context for education and group activities. In this sense, it is influenced by two complementary researches: teaching psychology, and the educational architecture in Central Europe during the 30s. First, we should mention the thesis ‘School and education outside the classroom: the contribution of external learning scenarios’ by Enriqueta Molina. Secondly, the Open Air School in Amsterdam by Johannes Duiker, which assumed the theories of Decroly and Dalton, proposing individual attention to children.