The kindergarten is considered to be the child’s first, after each own family. Recent pedagogic and psychology researches were based on the importance of the personality and the nature of the child. The personality, the self-activity and the socialization of each individual, whose natural development consists a basic aim of the education, are altered elements and their cornerstone is placed at childhood. The most important mean for the achievement of these aims is the game. Thus, the activities were organized according to the needs and the interests of each child.
However, new aspects of pedagogic and psychology have led to the creation of new objectives as far as the children’s playground is concerned: A pleasant and familiar place full of spurs, with the possibility of multiformity which promotes the interest of the child and has as a result, learning without bounding the spontaneous activities.
The relation of an individual with his space is connected to the modulation of his behaviour. Hence, according to the researches that have taken place to the public kindergarten of Volos city, the place of the kindergarten was encountered as a place suitable for the activities of the children, which according to its characteristics, also consists an information field which has effects on the behaviour of the child.
In the 18 kindergartens that have been included in the research, were distinguished three categories of kindergartens having as criterion the building: kindergarten with elementary school, kindergarten in a house and the independent kindergarten. The first two categories are the oldest in function while those founded recently were built mainly in new, autonomous spaces.
Through the method of comparison, were studied and analysed the characteristics of organisation of space of kindergartens and the effects that can have on children’s behaviour, taking into consideration the questions that has set the new aspects of education.