| Title |
A Study on the Spatial Organization of Piazzas in Reggio Emilia Educational Facilities |
| DOI |
https://doi.org/10.5659/JAIK.2026.42.8.73 |
| Keywords |
Reggio Emilia Approach; Piazza; Spatial Organization; Typology; Italian Rationalism; Educational Facilities |
| Abstract |
This study aims to investigate the spatial organizational characteristics of the piazza, a core space in Reggio Emilia educational facilities,
from the typological perspective of Italian Rationalism. While the environment is emphasized as the “third teacher” in the Reggio Emilia
approach, many educational facilities in South Korea remain confined to functionalist corridor-based layouts, limiting the realization of
relational and interactive learning environments. To address this limitation, this study reinterprets the piazza not merely as a central hall, but
as an urban-derived spatial structure that organizes relationships within the architectural system. The research methodology consists of three
steps: first, establishing a theoretical framework based on Italian Rationalist architectural theory and the spatial philosophy of the Reggio
Emilia approach; second, analyzing the conceptual transition of the piazza from an urban context to an educational facility; and third,
conducting case studies of four representative Reggio Emilia facilities in Italy. The findings reveal that the piazza functions as a collective
spatial device that structures relationships among educational units, rather than as a fixed functional space. In particular, three key spatial
principles are identified: (1) centrality and integrated spatial organization structured around the piazza, (2) visual permeability that enhances
spatial continuity and social interaction, and (3) flexibility as a collective place accommodating diverse activities and events. This study
contributes to bridging architectural urban theory and contemporary educational philosophy by reinterpreting educational facilities as a “small
city” grounded in the urban typological logic of Italian Rationalism, and provides architectural guidelines for the spatial reconfiguration of
childcare and educational environments. |