Studio - NESTED SPACES
© HEAD – Genève, Raphaëlle Mueller
Studio - NESTED SPACES, 'Core d'enfants' Maelle Mabru
© HEAD – Genève, Maelle Mabru
Studio - NESTED SPACES, 'Daylight' Carla Ferey
© HEAD – Genève, Raphaëlle Mueller
Studio - NESTED SPACES, 'Daylight' Carla Ferey
© HEAD – Genève, Carla Ferey
Studio - NESTED SPACES, 'Emefa' Mireille Gidi
© HEAD – Genève, Raphaëlle Mueller
Studio - NESTED SPACES, 'Emefa' Mireille Gidi
© HEAD – Genève, Mireille Gidi
Studio - NESTED SPACES, 'Flexus' Aurore Biache
© HEAD – Genève, Raphaëlle Mueller
Studio - NESTED SPACES, 'Flexus' Aurore Biache
© HEAD – Genève, Aurore Biache
Studio - NESTED SPACES, 'Cabriole Kindergarden'
© HEAD – Genève, Amandine Humm, Oriane Oulevey, Apolline Schumacher
Studio - NESTED SPACES, 'rest, forest'
© HEAD – Genève, Manon Williams, Tiago Dos Santos Pinto
Studio - NESTED SPACES, 'BTW-2'
© HEAD – Genève, Sarah Even, Mariana Soares Queiros
Studio - NESTED SPACES, 'Suspended Worlds'
© HEAD – Genève, Candice Pénétras
Studio - NESTED SPACES, 'Les Gazouillis'
© HEAD – Genève, Karolaïn Krousanta, Aline Fora, Lidia Stanciu

Studio - NESTED SPACES

June 2026

Studio led by Simon Husslein (Atelier Simon Husslein)
Assisted by Chiara Kocis

Nested Spaces – Interiors for Play and Learning explored the potential of transforming existing kindergarten interiors into dynamic, sensory-rich landscapes that actively supported pedagogical methods and diverse forms of play. To test and communicate their spatial ideas, participants created detailed 3D environments using CAD software and showcased their interior transformations through a VR headset using Twinmotion.

The studio investigated how strategic spatial interventions could enrich early childhood development by accommodating a variety of social and behavioural needs. A key element of the project focused on zoning: students were challenged to propose spatial concepts that created transitions from open communal areas to dedicated spaces for smaller groups of children, and finally to intimate hideaway spaces where an individual child could retreat, recharge, and regain focus.

To achieve this, participants analysed the characteristics that shape educational atmospheres and examined how these environments could evoke curiosity and engagement. Guided by Loris Malaguzzi’s philosophy that “the environment is the third teacher,” the studio examined how physical surroundings influence cognitive development and learning outcomes.

The research included documenting best practices, conducting field observations, and gathering insights through interviews and questionnaires. Students investigated relevant architectural elements – including spatial layouts and functions, bodily conditions and inclusivity, material surfaces, object compositions, and lighting – to define the essential qualities required for meaningful learning and play.

Organised as a vertical studio, the semester began with collaborative group site visits in Zurich to establish a shared understanding of educational contexts. Building on these visits, students identified, analysed, and documented a specific kindergarten environment that served as the foundation for their individual concept development.

Students: Sarah Even, Susan Haro, Amandine Humm, Oriane Oulevey, Apolline Schumacher, Mariana Soares Queiros, Laudine Boillat, Aline Fora, Laura Köll, Maria Karolaïn Krousanta, Candice Penet, Lidia Stanciu, Manon Williams, Tiago Dos Santos Pinto, Aurore Biache, Carla Ferey, Mireille Gidi, Maelle Mabru, Luca Negro

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