The “open” kindergarten requires variety and flexibility regarding the actions and space. It raises children initiatives and the interaction with daily life in fundamental concern, that can be achieved through game and teams. For its accommodation, a live architecture is needed to interact during the educational process mainly with the child, but also with society. The space limits owe to be perforated, allowing its extension in the social reality. That for, it is necessary to create small, scattered activity regions outside the main building. Thus, a continuing dialog is achieved between the child, the society and the environment. The space must be experientially and structurally flexible. It should be able to accept many different practices of use without changes. Thus, ways of action will not be dictated to the children. In the contrary, the space will challenge them to explore regions of game, their body and its relation with the environment freely and without restrictions. Additionally, it is necessary that the children are provided the ability to change it substantially and radically. The space is a part of the educational experience and can achieve its purpose only when the body and the space itself enter a dynamic relation of exchange.
  Therefore, it is essential for the kindergarten to find its own territorial identity far away from mimicry and symbolism. This identity must not only arise from the significance and the function of the new, child-oriented, school, but also answer to the social requirements.