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First Prize Winner: Nest. Image Courtesy of Buildner
Buildner has announced the results of its Kinderspace Edition #2 Competition and launched the third annual Kinderspace Edition #3 with an upcoming registration deadline of 26 November 2025. Following its inaugural launch, this annual international competition once again invited architects, designers, and educators to explore new possibilities for early childhood learning environments.
Participants were tasked with envisioning spaces that inspire discovery, foster imagination, and support the emotional and cognitive development of young children. The aim was to move beyond standardized classroom design and propose innovative, flexible, and nature-connected spaces that reflect a deeper understanding of how children interact with their surroundings.
Adolescent Girls Co-Design and Build their Public Spaces in Beirut June 2024. Image Courtesy of CatalyticAction
Make Space for Girls (MSFG) is a London-based charity that campaigns for public spaces and parks in the United Kingdom to be more inclusive of teenage girls. The organization conducts research on how public spaces are used and designed, raises awareness about perceived inequalities in their use, and collaborates with public and private institutions to promote the representation of teenage girls in the planning and design of outdoor environments. Their research indicates that their exclusion from the design of parks and public spaces often leaves them without places where they feel welcomed or valued, and that parks and public spaces for older children and teenagers are currently designed for the default male. From 8 to 15 October, the organization is running a fundraising campaign to support the implementation of its new three-year strategy aimed at promoting more inclusive public spaces.
Lina Bo Bardi / Preliminary Study – Practicable Sculptures for the Belvedere at Museu Arte Trianon, 1968. Credit line: Doação Instituto Lina Bo e P.M. Bardi, 2006. Cortesia de MASP.
Aldo van Eyck and Lina Bo Bardi were two subversive figures. Their visions of collectivity and playfulness—though applied to very different kinds of structures—shared a common ground: an idea of architecture that goes beyond design. For both, architecture was a living space, animated by appropriation, movement, and exchange. From Dutch playgrounds to thw São Paulo Museum of Art, their ideals intertwined, reinforcing the notion of an architecture where anyone could become a child again.
What if the best kind of play isn't the safest? For decades, cities have built playgrounds to be clean, colorful, and easy to supervise. Yet these spaces—designed more for adult peace of mind than for children's curiosity—often strip away what makes play truly transformative: risk, unpredictability, and self-direction. Rising safety standards, shrinking public space, and the commercialization of play equipment have only further narrowed the possibilities for children's independent exploration. From a junkyard in 1940s Copenhagen to the concrete landscapes of postwar Amsterdam, a handful of architects, planners, and activists have challenged the idea that play must be neat and controlled. Their unconventional playgrounds—made of loose parts, raw materials, and abstract forms—gave children the freedom to build, demolish, explore, and get dirty.
In South AmericanIndigenous communities, a child’s place is wherever they choose to be. Babies crawl on the earthen floor, approach the fire, investigate anthills, and experience the world with their whole bodies. They learn by feeling: discovering limits, recognizing dangers, and gathering lessons no manual could ever teach. In urban contexts, by contrast, children are often confined to spaces designed for adults, filled with rules that—though well-intentioned—tend to distance them from essential experiences. Rather than judging which model is “better,” what matters is recognizing that when cultures observe one another, there is always room for learning.
From an architectural perspective, this childhood with little freedom of time and movement challenges us to rethink how we shape daily environments. Why restrict spontaneous exploration to controlled settings? Why create physical and symbolic barriers between children and the natural world? And, above all, how might contemporary architecture break away from this paradigm and, inspired by Indigenous childhoods, design environments that restore to children their wild, curious, and complete dimension?
Ghibli and Disneyworld comparison. Image via J-LIGHTS / Koichiro Itamura and Theme Park Tourist on wikipedia with license CC BY 2.0
When it comes to designing for a child's imagination, the architectural landscape presents two different philosophies. Disneyland and Studio Ghibli, both masters of imaginative storytelling, represent this core division. Their approaches, far from being accidental, reflect different views on how children experience and engage with space. One provides a spectacle of constructed fantasy, while the other offers a landscape for potential magic. These two models present architects with a fundamental choice for tackling these sorts of projects: to design spaces that cater to children's innate need for sensory and personal discovery, or to create a fantasy that appeals to their growing ability to understand narratives and more complex spaces.
Historically, the concept of childhood as we know it today simply didn't exist and, until the Middle Ages, children were viewed as miniature adults. According to historian Philippe Ariès, it was only from the 17th century onward that childhood began to be understood as a distinct stage of development, requiring specific care, education, and protection. However, this evolving recognition has not been consistently reflected in the design and organization of urban space.
A good design should be adapted to the user's needs, and participatory design aims to reduce the distance between architects and those for whom the project is made. In this sense, projects for children that welcome them as central actors in the design process demonstrate how the potential of active listening and co-designing is reflected in spaces adapted to a smaller scale and to an audience in a phase of intense learning.
Whether they are kindergartens, schools, community centers, or public spaces, participatory projects with children show how the design process can be an enriching exchange for both sides. On the one hand, children can learn about materials, scales, decision-making, and develop spatial awareness. On the other hand, the architects responsible for making the desires and needs of the young users concrete can learn to exercise sensitivity and imagination and recognize a different worldview focused on discovery. All of this is possible through listening and open dialogue between different age groups.
In the productivity-driven dynamics of contemporary cities, playful interventions in public spaces offer an innovative way to reclaim urban environments. These interventions encourage new ways of thinking and acting, temporarily breaking the monotony of everyday life and redefining the concept of play. Once confined to childhood and separate from daily activities, play has begun to intertwine with routine paths, becoming an integral part of urban life even outside traditional leisure times. In this way, reintroducing the swing—the most iconic children's toy—becomes particularly significant. As a symbol of childhood, pleasure, and joy, the swing contrasts sharply with the rigid appropriations of most public spaces, inviting a more relaxed and playful engagement with the urban environment. On June 11th, the UN International Day of Play reminds us of the benefits of incorporating diverse activities into urban spaces, for both children and adults, fostering community, creativity, and well-being.
Adjaye Associates has revealed the design for the International Children's Cancer Research Centre (ICCRC) in Kyebi, Ghana. Commissioned by the Wish4Life Foundation, the project marks a step in the development of pediatric healthcare in West Africa. Situated on a 225,000-square-meter site along the eastern slopes of the Atewa Range, the ICCRC is envisioned as an integrated facility dedicated to healing, research, education, and community engagement. It will be the first center in the region solely focused on the treatment of childhood cancers. The project is currently on view at the Time Space Existence exhibition, part of the Venice Architecture Biennale 2025, held at Palazzo Bembo until 23 November 2025.
Museums and cultural centers hold a unique position in society as spaces for learning, community, and connection. They serve as platforms for preserving history and engaging the public with new ideas and perspectives. Architecture plays a key role in shaping these experiences, providing the physical and emotional framework that enhances how people interact with art, culture, and each other. From monumental structures to more intimate designs, these cultural buildings have the potential to reflect local identities, champion sustainability, and inspire visitors while creating lasting cultural landmarks.
From Los Angeles to Turku and Vinh Long, this collection of conceptual museum and cultural center designs submitted by the ArchDaily community highlights the diversity and creativity of unbuilt projects. Each month, ArchDaily's editors select a collection of conceptual projects centered around a specific theme or program, submitted by architects from across the globe. In this collection, proposals range from a children's museum expansion in the United States to a sustainable agricultural museum in Vietnam, all showcasing how architecture can respond to distinct local contexts while fostering universal themes of education, play, and discovery. Whether celebrating archaeological heritage in Cyprus or reimagining public spaces in Finland, these projects explore how museums can serve as cultural hubs that engage and uplift their communities.
The world certainly looks different through the eyes of a young child; enormous, intriguing, and somewhat overwhelming, and it has long been believed that what we encounter as children shapes our perspective of the world. When asked about his childhood memories in Switzerland, Peter Zumthor shared that the memories of his youth contain the deepest architectural experience, which has become reservoirs of the architectural atmospheres and images that he explores in his work as an architect today.
Having a complete understanding of how children change and grow physically and psychologically throughout their childhood requires an in-depth observation of different factors, such as their hereditary traits and genetics, the interactions they have with other children and adults, as well as the environment they are living, playing, and learning in. In celebration of World Children's Day on November 20th, we look at how architects and designers stimulated children's autonomy and promoted their mental and physical well-being through architecture and interior design. This initiative aligns with the theme of World Architecture Day 2024: "Mobilizing the Next Generation for Urban Transformation," emphasizing the crucial role that thoughtful design plays in shaping a sustainable and inclusive future for our cities and the communities within them.
Snøhetta has revealed its design for a new building dedicated to a well-loved institution, the OmahaChildren's Museum. Located just a few blocks from the Kiewit Luminarium and overlooking the river, this new facility is designed following best practices in early child development, providing exhibits and programming aimed at fostering joy, curiosity, and connection for young children and their caregivers.
Designing for children is certainly not child's play. While adults lead the design process, the end-users are often children, as seen in kindergartens, schools, and parks. Architects have the responsibility to create built environments that provide children with opportunities to play, explore, and learn, even in today's digital age.
On the first Monday of October, World Architecture Day offers an opportunity to reflect on the role that architecture plays in shaping our world and our communities. Established by the International Union of Architects (UIA) in 1986, this day was designated as a basis for the ongoing discussions on innovations in architectural practice, new approaches to the ever-changing role of architects and designers, and the varied responses to emerging concerns.
As in previous editions, UIA sets a central yearly theme to guide these conversations. This year, the theme of World Architecture Day 2024, "Empowering the Next Generation to Participate in Urban Design," opens up multiple interpretations, contemplating the impact of urban design on the next generation, as well as highlighting the impact and contributions of young architects in shaping the cities of tomorrow. This year's event aims to address crucial challenges faced by the urban environments and their impact on the next generations. The focus is on creating cities that are not only greener and more environmentally friendly but also inclusive, catering to the diverse needs of various groups in society.
Karantina Public Park 2020-2023. Image Courtesy of CatalyticAction
Public spaces are not always shaped by planning but by the practices they host. Their existence stems from our inherent need for connection with others. As spaces of encounter, these urban, open, and accessible areas reflect how we interact with our surroundings and each other while offering places for exercise, play, socializing, and recreation.
Recognizing that public spaces are more than just physical environments, CatalyticAction is dedicated to fostering a sense of community, safety, and belonging, especially for children, who are among the most vulnerable in society. Their mission is not only to create spaces where children can play and grow but also to empower them, ensuring they have a voice in shaping their surroundings. To learn more about their work, Christele Harrouk, ArchDaily's Editor-in-Chief, spoke with Joana Dabaj, Co-founder and Director of Programmes at CatalyticAction.
With spaces for children, “you have the opportunity to create architecture that in many ways is unformulated architecture. Children react to spaces completely spontaneously. It is almost an enhanced architecture”, says Dorte Mandrup. The implication is that design can contribute to forming critical thinking, encouraging autonomy, and responsibility, and helping forge future citizens. For the most part, the educational system and its spatial expression haven’t changed significantly in the last hundred years. Nonetheless, with access to information becoming ubiquitous, the focus is slowly moving from accumulating information to nurturing critical thinking, and new teaching methods open up a new area of architectural experimentation. The following explores the impact of space on learning, specifically in primary and secondary education, discussing how architecture could aid the educational process, becoming a teaching tool.
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