Space expresses care and respect for the child's spatial-cognitive-emotional exploration needs, a kind of "intermediate area," a transition between the child's self and the world. Space is the "third educator" (Edwards, Gandini, Forman, 2014), a necessary pedagogical category for assuming and knowing our existence. The quality of spaces goes hand in hand with the quality of learning, paying attention - at the same time - to the choice of technological aids that configure that "virtual space" to which children must be educated
