Abstract
Prefabricated technologies have historically been associated with large-scale construction projects, particularly gaining momentum after World War II due to the demand for rapid and cost-effective building solutions. From the 1960s to the early 1980s, several innovative prefabricated systems were developed in Italy specifically for the construction of nursery schools. While prefabricated systems in compulsory school buildings have been extensively researched, innovative designs for nursery schools have largely been overlooked. The introduction of new cellular prefabricated systems has enabled a novel design approach, resulting in innovative school configurations that have significant implications for pedagogical practices. This paper provides a critical overview of the most widely used systems, transitioning from those based on the Camus model to those specifically designed to meet the needs of nursery school buildings. The novelty of this approach lies in the correlation between the new prefabrication systems and their associated pedagogical implications. It demonstrates how effective prefabricated technologies can address the educational requirements of increasingly flexible learning environments, accommodate potential spatial variations over time, and achieve a high level of environmental integration to optimize the efficient use of both indoor and outdoor spaces.
Published Version
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