Kindergarten expansion Lagundo
Basic information
Project Title
Kindergarten expansion Lagundo
Full project title
Kindergarten Lagundo: Extension by 2 groups and common rooms with 100% ecological building materials
Category
Regaining a sense of belonging
Project Description
The extension was designed continuing the dialog between flat and pitched roofs of the existing kindergarten with a two-story gable roofed building and a flat roofed structure. The primary aim of the extension was a holistic ecological construction method. Another significant stipulation was the spatial integration of the open learning landscape shared by German and Italian speaking groups. The focus of the extension are the encounter zones offering the possibility of multilingual togetherness.
Geographical Scope
Local
Project Region
Lagundo (BZ), Italy, Italy
Urban or rural issues
Mainly rural
Physical or other transformations
It refers to a physical transformation of the built environment (hard investment)
EU Programme or fund
No
Description of the project
Summary
The extension of the Algund kindergarten combines a holistic ecological construction method, child-friendly spaces and multilingual exchange as its central objectives.
The child is at the centre of the approach. The spatial design is geared towards individualised learning, self-organisation and co-creation thus placing research and encounter at the forefront.
South-Tirol multilingual status manifests itself in an educational system divided by linguistic groups. Originally designed for three German-speaking groups of children, the kindergarten Lagundo now accommodates four German-speaking sections and one Italian section. Until its redesign, the Italian section was in complete spatial and social isolation from the German one. In addition, the rooms were generally dark and unattractive. By creating open “learning landscapes” and overlapping spatial functions the architects facilitate the interaction and exchange between the two linguistic groups for children, teachers and parents.
The overarching principle from the outset was a holistic, ecological construction method. This was further developed and refined by the architects in dialogue with the community and users. The extension is a glue-free solid timber construction that consistently implements the ecological approach from the façade to the interior.
Since its inauguration in autumn of 2022 the extended kindergarten has allowed for the casual exchange between the two language groups and is much appreciated by all users. The involvement of the users since the inception of the planning process has promoted their identification with and appreciation of the spatial qualities and social potential of the kindergarten. On a broader scale it is a reference and representation of the social and ecological possibilities created by the successful co-operation of various actors and interests.
The child is at the centre of the approach. The spatial design is geared towards individualised learning, self-organisation and co-creation thus placing research and encounter at the forefront.
South-Tirol multilingual status manifests itself in an educational system divided by linguistic groups. Originally designed for three German-speaking groups of children, the kindergarten Lagundo now accommodates four German-speaking sections and one Italian section. Until its redesign, the Italian section was in complete spatial and social isolation from the German one. In addition, the rooms were generally dark and unattractive. By creating open “learning landscapes” and overlapping spatial functions the architects facilitate the interaction and exchange between the two linguistic groups for children, teachers and parents.
The overarching principle from the outset was a holistic, ecological construction method. This was further developed and refined by the architects in dialogue with the community and users. The extension is a glue-free solid timber construction that consistently implements the ecological approach from the façade to the interior.
Since its inauguration in autumn of 2022 the extended kindergarten has allowed for the casual exchange between the two language groups and is much appreciated by all users. The involvement of the users since the inception of the planning process has promoted their identification with and appreciation of the spatial qualities and social potential of the kindergarten. On a broader scale it is a reference and representation of the social and ecological possibilities created by the successful co-operation of various actors and interests.
Key objectives for sustainability
The municipality of Algund was the driving force that - in addition to the high pedagogical standards - also uncompromisingly promoted the ecological aspect. Following an intensive dialogue between the architects and the municipal representatives and managers of the kindergarten, this consistency led to the monolithic, pollutant-free solid wood construction and enabled intensive material research, the results of which can be seen from the façade to the interior.
This project is exemplary because it demonstrates how a radically ecological approach to architecture can be implemented through ongoing and engaged communication. The ecological consistency and the process-based development of the extension in Algund highlights the required coordinated interaction between politicians, architects, users, specialist planners and the local contractors.
This project is exemplary because it demonstrates how a radically ecological approach to architecture can be implemented through ongoing and engaged communication. The ecological consistency and the process-based development of the extension in Algund highlights the required coordinated interaction between politicians, architects, users, specialist planners and the local contractors.
Key objectives for aesthetics and quality
The extension to the kindergarten reinterprets the formal aspects of the existing building (designed by Gutweniger Willy in 1976) discreetly to integrate the new cubature harmoniously into the interlocking original situation. The structural intervention remains compact overall and respects the valuable old trees i the surrounding park that is a essential element of the pedagogical landscape.
The building volumes make respectful reference to both the existing kindergarten structure and a child-friendly scale. The concept of the building sees the kindergarten as a place that creates the architectural conditions for security and freedom that are important for the child's development. The desired glue-free solid timber construction does not require foils or additional insulation. The outer walls consist of softwood boards nailed together crosswise and in layers, arranged flat. The milled grooves create air pockets that significantly improve the insulation value of the wall. The chosen wall thickness means that there is no need for external insulation.
The façades are characterised by the dark, suspended timber cladding made of larch boards, which were painted with a non-toxic linseed oil mixed with colour pigments. The light-coloured flat roof structures have untreated larch board cladding. The green pitched roof consists of a glue-free solid wood ceiling with ecological wood fibre insulation. Untreated solid larch boards were laid in the group rooms - with the exception of two with linoleum floors. This meant that an ecological dry system also had to be used for the subfloor. Where possible in terms of fire protection, wooden wall panelling made of silver fir was chosen for the interior and the plaster surfaces were treated with lime paint. The surfaces were treated with linseed oil (facade) or an ecological glaze (furniture, doors etc.). The interiors have a cosy feel thanks to the use of natural wood floors made from untreated larch boards and silver fir surfaces.
The building volumes make respectful reference to both the existing kindergarten structure and a child-friendly scale. The concept of the building sees the kindergarten as a place that creates the architectural conditions for security and freedom that are important for the child's development. The desired glue-free solid timber construction does not require foils or additional insulation. The outer walls consist of softwood boards nailed together crosswise and in layers, arranged flat. The milled grooves create air pockets that significantly improve the insulation value of the wall. The chosen wall thickness means that there is no need for external insulation.
The façades are characterised by the dark, suspended timber cladding made of larch boards, which were painted with a non-toxic linseed oil mixed with colour pigments. The light-coloured flat roof structures have untreated larch board cladding. The green pitched roof consists of a glue-free solid wood ceiling with ecological wood fibre insulation. Untreated solid larch boards were laid in the group rooms - with the exception of two with linoleum floors. This meant that an ecological dry system also had to be used for the subfloor. Where possible in terms of fire protection, wooden wall panelling made of silver fir was chosen for the interior and the plaster surfaces were treated with lime paint. The surfaces were treated with linseed oil (facade) or an ecological glaze (furniture, doors etc.). The interiors have a cosy feel thanks to the use of natural wood floors made from untreated larch boards and silver fir surfaces.
Key objectives for inclusion
South-Tirol multilingual status manifests itself in an educational system divided by linguistic groups. In rural areas, the German-speaking population is in the majority, which is also reflected in the educational system, which is divided by language. In addition to the purist ecological design, the focus was on the spatial integration of the Italian group. Until it was redesigned, it was completely isolated from the German-speaking section, both spatially and socially. In addition, the premises were basically dark and unattractive.
Two new group rooms were created with a functional connection to the existing building. This particularly benefits the Italian children's group, which not only received a new, high-quality designed group room, but could now also be adequately integrated into the overall operation.
The overall use of the rooms in the sense of an open learning landscape enabled the creation and activation of meeting zones between the German groups and the Italian section (children and teachers) and the low-threshold integration of these. The structural intervention remains compact overall and respects the valuable old trees.
The project shows how inclusive encounters are possible through consciously thought-out spatial design that allows for and celebrates the distinctive cultural and linguistic identities of the two language groups.
Two new group rooms were created with a functional connection to the existing building. This particularly benefits the Italian children's group, which not only received a new, high-quality designed group room, but could now also be adequately integrated into the overall operation.
The overall use of the rooms in the sense of an open learning landscape enabled the creation and activation of meeting zones between the German groups and the Italian section (children and teachers) and the low-threshold integration of these. The structural intervention remains compact overall and respects the valuable old trees.
The project shows how inclusive encounters are possible through consciously thought-out spatial design that allows for and celebrates the distinctive cultural and linguistic identities of the two language groups.
Results in relation to category
‘The most important thing is that structure and form leave the greatest space for future evolution, because the real and most important designer of the school should be the collectivity which uses it’ (De Carlo 1969: 32)
The project was the result of an investigative interplay between municipal representatives, architects, users, specialist planners and contractors, setting new impulses about contemporary discourse and architectural, social and ecological questions. It benefits the small community of Lagundo as the informal feedback from users confirm. It allows for communication between the two language group for the children and teachers alike.
The project was the result of an investigative interplay between municipal representatives, architects, users, specialist planners and contractors, setting new impulses about contemporary discourse and architectural, social and ecological questions. It benefits the small community of Lagundo as the informal feedback from users confirm. It allows for communication between the two language group for the children and teachers alike.
How Citizens benefit
The central concern of the extension was the spatial integration of the German and Italian groups via the shared open learning landscape. The sensitively responsive extension focuses on the meeting zones, which not only open the possibility of togetherness architecturally but also pedagogically, and the child-friendly realisation of spaces that emphasise research and interaction in all areas.
The concept of the building sees the kindergarten as a place that creates the architectural conditions for security and freedom that are important for the child's development.
The entire building is understood as a learning and meeting space: in addition to the group and special rooms, the distribution areas are also pedagogically activated. The utilisation of the integrative potential of spatial structures runs through the entire new building. Intentional functional overlaps promote communication between all users. The kindergarten is a representation of the multilingual and multicultural reality of South Tirol and its history. It aims to represent the two main language group equally through quality of space, its accessibility and spaces of communication.
The concept of the building sees the kindergarten as a place that creates the architectural conditions for security and freedom that are important for the child's development.
The entire building is understood as a learning and meeting space: in addition to the group and special rooms, the distribution areas are also pedagogically activated. The utilisation of the integrative potential of spatial structures runs through the entire new building. Intentional functional overlaps promote communication between all users. The kindergarten is a representation of the multilingual and multicultural reality of South Tirol and its history. It aims to represent the two main language group equally through quality of space, its accessibility and spaces of communication.
Physical or other transformations
It refers to a physical transformation of the built environment (hard investment)
Innovative character
One innovative aspect is the coherent and stringent ecological focus and implementation. This called for an absolute commitment and foresight from the client.
The existing building and extension are powered by photovoltaics and a new geothermal system. The extension achieves a KlimaHaus A classification. When choosing the materials, care was taken to ensure that only certified materials that were as environmentally friendly and renewable as possible were used. The flat roofs of the extension are covered in greenery, which has a positive effect on the microclimate and also helps against overheating in summer.
The existing building and extension are powered by photovoltaics and a new geothermal system. The extension achieves a KlimaHaus A classification. When choosing the materials, care was taken to ensure that only certified materials that were as environmentally friendly and renewable as possible were used. The flat roofs of the extension are covered in greenery, which has a positive effect on the microclimate and also helps against overheating in summer.
Disciplines/knowledge reflected
This project was characterised by an innovative approach the research and design process. The premise of 100% ecological construction required in-depth research into construction, surface treatment and the increased fire protection requirements associated with timber construction. In the planning and realisation, communication with the specialist consultants and their willingness to get involved in this rigorous project played a central role in the successful implementation. Communication with the community and the users played a central role. The exchange between architects and educators was of central importance for the realisation of the learning landscapes that put the child at the centre of the building.
This polyphonic exchange allowed the architects to enrich the design process with these different points of view and needs and translate them into spatial interventions.
This polyphonic exchange allowed the architects to enrich the design process with these different points of view and needs and translate them into spatial interventions.
Methodology used
The approach was based on communication and the commitment of the architects to learn during the research and to define communication between all players as a central aspect for its success.
How stakeholders are engaged
South Tyrol has been pursuing a positive, consistent policy in relation to educational buildings for years. This has stimulated a culture of discourse at various levels, which can be seen in the financial commitment of the individual municipalities through to the cooperation of the actual users.
The general political will to promote innovative pedagogical concepts and implement them structurally has set new standards for public buildings. The implementation of these standards is characterised by a continuous dialogue between the various stakeholders and users. This project showcases the ideal outcome of this comprehensive cooperation between all parties involved.
The general political will to promote innovative pedagogical concepts and implement them structurally has set new standards for public buildings. The implementation of these standards is characterised by a continuous dialogue between the various stakeholders and users. This project showcases the ideal outcome of this comprehensive cooperation between all parties involved.
Global challenges
The kindergarten offers a place for children, teachers and parents alike for the lived diversity of a complex region. It proposes an approach to building for a society that is characterised by migration. This calls for spaces and places of respectful encounter for individuals and communities in a multifaceted, multicultural society.
Learning transferred to other parties
Processes: a communication that includes all players involved regardless of their field of knowledge or hierarchical power
Technology: showcase for innovative and ecological wood construction
Learning: during the research process and from the specialist involved. Enforcing local and regional synergies between different fields of knowledge.
Technology: showcase for innovative and ecological wood construction
Learning: during the research process and from the specialist involved. Enforcing local and regional synergies between different fields of knowledge.
Keywords
Education
Holistic ecological construction
Structural extension
Inclusion/integration of multilingual groups
Dialogue/cooperation/participation
