Spaces designed by children

in search of a place in between

Abstract

This paper aims to reflect on the role of designed school spaces in the quality of children's learning and their pedagogical approach. To this end, the theoretical framework illuminated an experience with children in the classroom. The investigation was based on a sensitive analysis of the learning spaces explored by a group of twenty 3-year-old children enrolled in Early Childhood Education in the municipality of Vitória/ES. Contrary to methodologies that pre-order and design learning spaces, this study reveals poetic and creative interactions designed by children in spaces not designed for play: such as a crack in a wall, a rope in a fence, a puddle, and weeds between the cobblestones. The writing is divided into two sections: studies that reveal the challenges of school architecture in fostering spaces that keep pace with pedagogical developments toward more creative teaching practices; an artist teacher shares her story about her discoveries between undesigned play spaces and games invented by children.

Keywords: Art education; Early childhood education; Creative process; School architecture; Everyday details.