Innovative Pedagogical approaches to kindergarten architecture: evaluating design features in Italian School buildings

Abstract

Recent years have witnessed growing recognition of the significant impact of school architecture on educational outcomes, with the physical environment of educational spaces playing a key role in shaping students’ learning experiences. This recognition is rooted in historical and contemporary educational theories that emphasise the role of spatial design in fostering engagement, inclusion, and adaptability. Italy, alongside other European nations, has initiated various programs to modernise and improve the quality of its educational buildings. In Italy, the Ministry of Education introduced new guidelines for school buildings in 2013 and launched the ‘Scuole Innovative’ program in 2016 to promote interdisciplinary collaboration between educators, architects, and policymakers in school design. Despite these initiatives, Italian schools still face significant challenges related to infrastructure. According to the ‘24th Report on the Quality of School Buildings’, many buildings require urgent maintenance, particularly in southern regions, and progress on energy efficiency has been slow. These ongoing issues highlight the need for comprehensive reforms in school infrastructure. Recent initiatives, such as the ‘Piano Scuola 4.0’, aim to address these challenges by fostering digital transformation and sustainable design solutions. However, questions remain about the effectiveness of these efforts in addressing the specific needs of Italian schools. This study explored the key features for designing innovative kindergarten spaces in Italy, focusing on how these features are implemented in recent school projects. Aiming to place an architectural lens on the pedagogical environmental ecology of several recent schools, the study used a multi-case-study approach to analyse the link of child-friendly design characteristics with pedagogical practices in five recent kindergarten projects built between 2023 and 2025. The study employed a four-stage qualitative research design, starting with a review of scientific and grey literature to map the current state of Italian educational facilities. The second step involved a thematic analysis of reports and guidelines on school building design to identify key features for creating child-friendly learning environments. In the third stage, visual analysis was used to evaluate the selected projects, examining how well these projects incorporate the identified design features. The results of the visual analysis were presented through a bubble diagram, which offers a comparative overview of the prevalence and application of each design feature across the case studies. The findings were then critically discussed to assess the effectiveness of these innovative design features in meeting the educational needs of kindergarten spaces in Italy. This study can contribute to the understanding of current trends in kindergarten architecture in Italy, providing valuable insights into the application of innovative, child-centred design solutions.