Arquitectura escolar y el modelo educativo Montessori desde la mirada de la niñez [School architecture and the Montessori educational model from the perspective of childhood]

The educational environment is an essential part of child development. It represents an extension of the birth house in which the fundamental notions of spatio-temporal orientation that will guide people throughout their existence are also developed. It is common for the architectural configuration of the Montessori educational system to be the result of the adaptation of spaces that were initially designed as homes. Therefore, the main objective of this article is to explain the relationship between architectural space and the Montessori system from the space-time perception of second childhood, giving voice to the main user, the child. On the one hand, this work incorporates architecture into the debates on education based on habitable spaces for learning in the information age. On the other hand, the implications of the reuse of houses to create the physical dimension of the Montessori educational environment are shown. The methodology applied allowed to observe the architectural patterns in the three main schools of this model in San Luis Potosí, Mexico. As a result, the hypothesis that adapted architecture that responds to the needs of children by following the Montessori educational method principles potentiates their perception and strengthens their development through the three key categories of the study: awareness, appropriation and play, is proven. © Legado de Arquitectura y Diseno 2022.

Montessori educational model; school architecture; space-time perception of second childhood

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