IE Spaces for Creativity

Anterior Proyecto 7 de 31 Siguiente


SFC - 1064
Universidad de los Andes / co Colombia
1 miembros
Daniela Bolaños

Tipo de proyecto:

Learning and exploration gather in Meraki Nursery School a
playful environment equipped with multiple atmospheres, paths
and spaces that invite children to freely interact with others,
play, jump, run, sit, go up and down, observe and rest. An
alternative way of learning movement.

Children’s growth and their needs are the main source of
inspiration for the design of each of the spaces that are part of
the nursing school. These spaces were design drawn from the
understanding of the behaviors developed by children ranged
from two to seven years old (socialization and communication,
sensory motor functions and playing, intuition and
organization). The spaces encourage activities in order to
improve such behaviors. This diversified environment allows
tangible and intangible exploration with the purpose of
stimulate the senses. Thus, the essence of the spaces
themselves convey emotions and feelings so that they are lived
from the children's own experience and perception.

The project integrates the concept of ‘in between space’,
understood on the one hand as a ‘transition’, a space that
fosters connections (interior-exterior). The project is to be set in
the city, as a space that articulates its nearby environment
comprised of trees, it becomes a neuralgic point of encounter
and socialization for the neighborhood and allows children to
experience this outdoor space freely. On the other hand, the ‘in
between space’ takes place inside the project, understood as an
‘ambiguous space’ that does not have a specific use, but thanks
to its nature, children intuitively appropriate it, give it different
uses from their imagination, these spaces are temporarily
inhabited and stimulate socialization and interaction of

Regarding the aforementioned purposes, the project values the
idea of space as a ‘third educator’, (Methodology developed by
Loris Malaguzzi), where children are the protagonists and each
of them learns what they want to learn from their own
experience, capabilities and imagination. The role of teachers is
to be agents, so that children can learn in different ways;
however, it is the children who decide what to do, how to move
and which path to choose. From this perspective, it can be said
that it is possible to educate and foster creativity with
Architecture, understanding that education is not only directed
to a logical-rational scheme, but that emotions and feelings are
also part of an educational project, especially in early childhood
a stage in which children build the foundations of their
personality and develop life-long skills.

The design proposal is comprised by a holistic vision, which
integrates the children, their development and their space. This
is to recover and revitalize the essence of childhood and its role
in our society:
‘When losing cities, children have lost possibility of living
necessary experiences for them, for their correct development,
such as games, exploration and adventure. Moreover, cities
have also lost security, solidarity and social control. Children
need city and the city needs children’.
Francesco Tonucci.

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