Learning Circle Kindergarten

The project responds to the school’s long-term educational vision by proposing a fully autonomous extension dedicated to younger children, from early years to approximately nine years old, while the existing building remains in use for older students. The architectural challenge was to design a structure capable of supporting contemporary pedagogical approaches while remaining adaptable over time. A set of principles informed the design and is expressed through spatial decisions. A strong architectural identity is paired with a close relationship to nature, and the building is organised to support inclusiveness and everyday interaction between students, teachers, parents, and staff. These ambitions are embedded in the way circulation, shared areas, and learning spaces overlap, creating a school environment that is legible yet open to different forms of use.

The building is carefully adapted to the landscape. Kindergarten areas are oriented towards natural surroundings, reinforcing visual and physical connections with the exterior. Patios and internal courtyards introduce controlled outdoor environments within the building, allowing nature to become part of daily learning routines and supporting orientation, comfort, and well-being.

Architecturally, the extension adopts an organic form that embraces both children and landscape. The building is conceived as a continuous and protective structure, merging with its surroundings and creating a calm yet stimulating environment. Classrooms and shared areas are designed to support flexibility, playfulness, and appropriation, allowing spaces to adapt to different activities and teaching formats.

Informal learning spaces and multipurpose areas play a central role. Defined by light partitions, furniture, and curtains rather than fixed walls, these spaces can be reconfigured throughout the day, supporting parallel activities without compromising clarity or safety. By connecting the lowest and highest points of the site, the building acts as a continuous platform, enabling the programme to be distributed across two primary levels and reinforcing spatial continuity throughout the school.