Movement as key word to design learning spaces

Abstract

For some years now, I have been accompanying schools in the process of pedagogical and didactic rethinking of their buildings and offering support to architects in defining their plans. In this journey I have noticed that a fundamental element in the design is linked to the approach with the movement. How do children move in space? How do they reach the various places in the school? How much space do they have to move? This essay aims to present some reflections and experiences in which movement becomes a central aspect of the pedagogical-didactic and architectural design of educational spaces.