レッジョ エミリア ノ ヨウジ キョウイク ニ オケル キョウイク クウカン アトリエ ヲ チュウシン ト シタ クウカン コウセイ ノ ケイセイ ト ケイショウ

The Reggio Emilia Approach, developed in northern Italy, is internationally recognized for integrating artistic practices into early childhood education. Central to this pedagogy is the atelier, a creative space where children explore materials and ideas in collaboration with teachers and parents. This study investigates the formation and continuity of educational spaces centered on the atelier by analyzing two key cases: the Diana Preschool (opened in 1970) and the Nilde Iotti Infant–Toddler Center (opened in 2003). Drawing on the writings of Reggio educators and architectural analyses, the study clarifies how the spatial model established at Diana—comprising the atelier, piazza, and a tripartite classroom structure with mini-ateliers—embodied the principle that “space is the third teacher.” At Nilde Iotti, this model was expanded and transformed through a larger scale, more pronounced spatial symbolism, and new configurations for children aged 0–6. The simultaneous dispersion of atelier functions and the establishment of a centralized, symbolic core illustrate its evolution from a special creative room into a core embodiment of the educational philosophy itself. Through these two cases, the study shows how the atelier in Reggio Emilia evolved from a localized 1970s spatial model into a more diverse and integrated architectural system in the 2000s.