Bergamo新托儿所丨意大利贝加莫丨Studio Capitanio Architetti

罗马诺-迪伦巴第市新建托幼中心面向0至2岁儿童，被构想为一种“空间装置”，旨在陪伴生命最初阶段的成长与学习过程，将建筑本身置于塑造教育体验的积极角色之中。在幼儿阶段，空间不仅是活动的容器，更在界定人际关系、塑造自我感知以及建立对外部世界的开放性方面发挥决定性作用。基于这一视角，项目通过清晰且可读的空间布局回应教育主题，使每一处环境都能够促进儿童的自主性、方向感与安全感，将教育关怀、空间品质与感知舒适整合为一个统一而连贯的整体。

The new nursery school of the Municipality of Romano di Lombardia, intended for children aged 0 to 2 years, is conceived as a spatial device designed to accompany the earliest processes of growth and learning, positioning architecture as an active component in shaping the educational experience. In early childhood, space does not merely contain activities; it plays a decisive role in defining relationships, shaping self-perception, and fostering an openness toward the external world. From this perspective, the project interprets the educational theme through a clear and legible spatial layout, in which each environment is designed to promote autonomy, orientation, and a sense of security, integrating pedagogical sensitivity, spatial quality, and perceptual well-being into a single coherent vision.

▼项目鸟瞰，aerial view of the nursery school©Stefano Tacchinardi

▼项目概览，overview of the nursery school©Stefano Tacchinardi

建筑以一种克制而平缓的水平姿态嵌入贝加莫平原南部的景观之中，其构成通过对南侧立面的体量“减法”得以界定。这一处理在公共空间与庭院之间生成了一个宽阔而连续的开口，使庭院成为室内活动的自然延伸。内外关系因此不再是偶然的连接，而成为结构性的组织方式：庭院被纳入教育路径之中，成为自然维度持续融入日常体验的场所。光线、季节变化、色彩更替以及室外环境的声学特征，均转化为积极的感知要素，丰富儿童的体验并激发其感官与运动发展。

The building is inserted into the landscape of the lower Bergamo plain through a measured and reassuring horizontal gesture, where the composition is defined by a volumetric subtraction along the southern façade. This move generates a broad and continuous opening of the communal space toward the courtyard, transforming it into a natural extension of indoor activities. The relationship between interior and exterior is therefore not episodic but structural: the courtyard becomes an integral part of the educational pathway, a place where the natural dimension is steadily incorporated into daily experience. Light, seasonal changes, chromatic variation, and the acoustic qualities of the outdoor environment become active elements, enriching perception and stimulating children’s sensory and motor development.

▼庭院被纳入教育路径之中，

the courtyard becomes an integral part of the educational pathway©Stefano Tacchinardi

▼自然维度持续融入日常体验，

the natural dimension is steadily incorporated into daily experience©Stefano Tacchinardi

这种建筑与景观之间的连续性，通过环绕建筑的连续周边柱廊进一步强化。柱廊沿各立面展开，界定出一个可停留、可使用且具有保护性的过渡界面。除强化整体建筑形象外，它还在环境层面发挥重要作用，通过调节自然光与气候条件提升舒适性。对于儿童而言，柱廊构成一种中介空间——一个内外相互渗透的过渡装置，在提供安全感的同时，营造出有利于自由游戏、社会交往与探索的环境。

This continuity between building and landscape is reinforced by the continuous perimeter portico, which extends along all façades, defining a habitable and protected threshold. Beyond contributing to the overall architectural identity, it plays a significant environmental role by filtering natural light and ensuring comfort under varying climatic conditions. For children, the portico represents an intermediate space—a transitional device where inside and outside interpenetrate, creating an environment conducive to free play, social interaction, and exploration, while maintaining a sense of protection.

▼界定出一个可停留、可使用且具有保护性的过渡界面，

defining a habitable and protected threshold©Stefano Tacchinardi

▼柱廊细部，the portico detail©Stefano Tacchinardi

建筑的核心是中央共享空间，被设定为一个围绕互动与交流展开的场所，教室则围绕其组织展开。这些教室被理解为开放且具有渗透性的单元，突破了传统封闭分隔的逻辑。空间布局摒弃了走廊式体系，转而采用连续的空间组织方式，使中央共享空间成为整体构成的核心要素。通过大面积玻璃界面实现的视觉通透性进一步强化了这一策略，促进不同活动之间的持续对话，并在教育共同体内部营造出共享与归属的感受。

At the heart of the building lies the central communal space, conceived as a place of interaction and sharing around which the classrooms are organized. These are understood as open and permeable units within a spatial system that moves beyond the logic of traditional compartmentalization. The layout abandons the corridor-based scheme in favor of a continuous spatial configuration, in which the central communal area acts as the organizing element of the entire composition. Visual permeability between the different spaces, achieved through large glazed surfaces, strengthens this approach, fostering a constant dialogue between activities and contributing to a shared sense of belonging within the educational community.

▼围绕互动与交流展开的场所，a place of interaction and sharing around©Stefano Tacchinardi

▼教室空间，classroom©Stefano Tacchinardi

▼教室空间，classroom©Stefano Tacchinardi

在这一语境中，“透明性”超越了其物理属性，成为一种具有教育意义的工具，有助于促进包容性与关系建构。儿童能够感知他人的存在，观察不同活动，并自发产生对周围环境的好奇心。同时，教师也能够在不损害空间品质的前提下实现分布式的观察与照看，反而通过视觉与感知的连续性进一步提升空间体验。

In this context, transparency acquires a value that goes beyond its physical dimension, becoming a pedagogical tool capable of supporting inclusion and relational dynamics. Children can perceive the presence of others, observe ongoing activities, and develop a spontaneous curiosity toward their surroundings. At the same time, educators benefit from a condition of distributed oversight that does not compromise spatial quality; on the contrary, it enhances it through the visual and perceptual continuity of the environments.

▼强调“透明性”的教室空间，

classroomemphasizing “transparency”©Stefano Tacchinardi

项目在外部与内部的建造细节上均投入高度关注，将教育理念转化为材料与技术层面的表达。建筑外立面呈现为一种克制而精致的整体表皮，采用白色铝板覆面，其竖向肌理与自然光相互作用，在一天之中不断生成变化的光影与反射，赋予建筑一种既沉稳又具有辨识度的存在感，并与周边环境形成持续对话。

Attention to construction detail, both exterior and interior, plays a central role in the project, translating pedagogical intentions into material and technological terms. The building envelope presents itself as a controlled and refined surface, clad in white aluminum sheet, whose vertical texture interacts with natural light, generating a continuous vibration of reflections and shadows that shift throughout the day. This dynamic behavior establishes an ongoing dialogue with the context, giving the building a presence that is both measured and distinctive.

▼克制而精致的整体表皮，a controlled and refined surface©Stefano Tacchinardi

▼克制而精致的整体表皮，a controlled and refined surface©Stefano Tacchinardi

周边柱廊由一系列竖向遮阳构件构成，这些构件同时作为视觉与气候的过滤装置。在穿行其间时，它们将景观感知切分为节奏化的片段，使观看转化为一种动态体验。对于儿童而言，这种空间体验近似于连续的“序列感知”，外部环境在移动与观察中不断被重组与再现。

The perimeter portico is articulated by a sequence of vertical sun-shading slats that function as both a visual and climatic filter. As one moves through them, these elements produce a rhythmic fragmentation of the perception of the landscape, transforming vision into a dynamic experience. For children, this results in a near-sequential perception of the external environment, which is continuously recomposed through movement and observation.

▼建筑周边柱廊，the perimeter portico©Stefano Tacchinardi

▼建筑周边柱廊，the perimeter portico©Stefano Tacchinardi

在室内，建筑语言转向更加亲密且富有材料感的表达。桦木被用于室内框架与一体化家具，塑造出温暖且具有触感与色彩层次的空间氛围，营造出近似居家的环境。教室与中央空间之间的大开口通过加深的门洞处理，形成可停留的空间界面，既是连接也是过渡，可容纳非正式使用与短暂停留。在这些“厚度”之中生成了若干微型空间，鼓励自发互动与关系的建立。

Inside, the architectural language adopts a more intimate and material character. Birch wood, used for internal frames and integrated furnishings, defines the atmosphere of the spaces, introducing a tactile and chromatic quality that helps create a warm and domestic environment. The large openings between classrooms and the central space are framed by deep reveals, conceived as inhabitable spatial thresholds capable of accommodating informal uses and moments of pause. Within these thicknesses, micro-environments emerge that encourage spontaneous interaction and the formation of relationships.

▼塑造出温暖且具有触感与色彩层次的空间氛围，create a warm and domestic environment©Stefano Tacchinardi

项目对声学环境亦给予特别关注，这是幼儿空间中的关键议题。裸露的木纤维吸音吊顶有效控制混响，营造出更为舒适与安静的声环境。其自然肌理与技术照明系统相融合，在性能与感知品质之间取得平衡。

Particular attention has been given to the acoustic dimension, a critical aspect in spaces dedicated to early childhood. Exposed wood-fiber acoustic ceiling panels help control reverberation, ensuring more comfortable and contained sound conditions. Their natural texture integrates with the technical lighting elements, achieving a balance between performance and perceptual quality.

▼裸露的木纤维吸音吊顶有效控制混响，

Exposed wood-fiber acoustic ceiling panels help control reverberation©Stefano Tacchinardi

总体而言，项目构建了一个统一而连贯的空间环境，从围护结构的定义到光线的组织，从材料的选择到建造细节的表达，各个层面共同指向一种“作为体验的建筑”。它不仅是一个功能性的容器，更是一种能够以细腻与关怀陪伴儿童成长的空间装置，在其中，成长、关系与探索被纳入同一片教育景观之中。

Overall, the project configures a unified and coherent environment in which each component—from the definition of the envelope to the management of light, from material selection to construction detailing—contributes to an architecture conceived as an experience. Not merely a functional container, but a spatial device capable of accompanying early childhood experiences with care and sensitivity, creating an educational landscape in which growth, relationship, and discovery find a shared dimension.

▼夜景，night view©Stefano Tacchinardi

▼夜景，night view©Stefano Tacchinardi

“这是一种为儿童而生的精细建筑，在光、材料与空间的精确平衡中，温和地引导他们认识世界，将每一道门槛转化为一次体验，将每一次互动转化为成长的契机。”——Remo Capitanio

“A sensitive architecture conceived for the lives of its young users, in which light, material, and space interact in a carefully calibrated balance, gently accompanying the discovery of the world, transforming every threshold into an experience and every interaction into an opportunity for growth.” Remo Capitanio.

▼平面图，plan©Studio Capitanio Architetti

▼立面图，elevation©Studio Capitanio Architetti

▼剖面图，section©Studio Capitanio Architetti

Year: 2023-2025

Time: 12 months

Site: 5.000 sqm

Dimension: 840 sqm

Location: Romano di Lombardia, Bergamo, Italy

Type: architecture / nursery school

Client: Municipality of Romano di Lombardia

Project: Remo Capitanio – Studio Capitanio Architetti

Site supervision: Remo Capitanio – Studio Capitanio Architetti

Mep: ING srl

Structures: Sebastiano Moioli

Health and safety: Remo Capitanio – Studio Capitanio Architetti

Collaborators: Claudio Crevena Andrea Drago Greta Cortinovis

Photo: Stefano Tacchinardi