The “open” kindergarten requires variety and flexibility regarding the actions and the 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 the regions of game, their body and its relation with the environment without restrictions. Additionally, it is necessary that the children are provided the ability to change it substantially and radically. The space is apart of the educational process and can achieve its purpose only when the body and it self enter a dynamic relation of exchange.
Therefore, it is essential that the kindergarten finds 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 , children-oriented , school, but also answer to the social requirements. Modern architecture should be directed too a total educational re-planning of school space in general, aiming at a balanced, cultivated citizen and a society o humanism.