Children are complex beings that interact intensely with the world, having all systems of relationship, organization and communication simultaneously with the world. Children never act as passive beings, spectators or consumers. Thus, we can establish the true value of the processes that occur in childhood and why their nature establishes more a challenge than a set of predetermined certainties or guidelines.
The challenge of architecture for young children and their adult mediators is to establish an open system in the environment for the development of their main life forces and try to configure an intellectual, corporal and competently open space (for the child as the first user). Allowing buildings to become a structure, not only safe and functional, but also a listening device and deep development of synergies which should be represented by architecture.