The project is conceived from the commitment to provide such young children with a friendly and stimulating space, spatially and sensorially suited to the peculiar relationship they establish with things at such a young age, much more tactile and olfactory than visual. Spaces that allow to be recognised with the hands, with the body. Walls that allow them to be placed attached to them, protected. Furniture arranged in a way that allows children to stand around it and interact with each other by playing.
Spaces that allow them to find their own corners. Spaces likely to be recognised.
A spatial gradation that allows children to discover and make spaces their own. The children will start by appropriating the space and things of their classrooms, then their yards; eventually they will discover the children of the other classes through the perforated walls, through which they can see, communicate and also pass from one playground to another. And finally, the garden.
Gardening is fundamental to our project. We propose two types of interventions: one based on shrubs and the other on trees, always with the intention that children, from a very young age, have direct contact with natural cycles.
In the space that remains between the enclosure of the classroom courtyards and the enclosure wall at the front of the plot, we propose the planting of low Mediterranean shrubs: lavender, thyme, rosemary, mastic, steppe, broom... along with pine. The second intervention suggests the planting of fruit trees in areas of uneven topography. In the paved space that remains between the building and the unpaved areas of the garden, groups of larger and leafy trees will be placed: oak, linden, chestnut, walnut.
