This thesis explores how architectural design can shape future generations by creating kindergarten environments that foster a profound connection with nature, promote self-directed learning, and instill social responsibility. The study draws on historical perspectives, examining the origins of kindergartens inspired by Friedrich Froebel, which emphasized nature and community-oriented spaces. It contrasts these with contemporary approaches shaped by evolving pedagogies and societal needs, highlighting the demand for adaptable, multifunctional learning spaces. The proposed design introduces a new architectural vision, integrating sustainable elements to create "a building that teaches." Inspired by the natural geometry, the design emphasizes flexibility and adaptability to support children's holistic development. This approach seeks to nurture environmentally conscious individuals by fostering a mindset of harmonious coexistence with nature. Through architectural strategies, the project addresses the developmental needs of children while unlocking their potential to contribute positively to global challenges. By reimagining kindergarten architecture, this study underscores the role of design in shaping a sustainable and socially responsible future, aiming to inspire generations to live as integral, caring members of Earth's ecosystem. / Master of Architecture / This project examines how the design of kindergartens can influence future generations by creating spaces that encourage a strong bond with nature, foster independent learning, and promote a sense of social responsibility. It looks at the origins of kindergartens, inspired by educational pioneer Friedrich Froebel, who emphasized natural settings and community-focused learning. These ideas are compared to modern approaches that address evolving educational needs and emphasize flexible, multifunctional spaces. The proposed design introduces a forward-thinking approach to kindergarten architecture. By incorporating natural elements and sustainable materials, the design creates "a building that teaches," encouraging children to learn through interaction with their environment. Inspired by natural geometry (geometry from nature), the design is meant to be adaptable and grow with the needs of its users, supporting children's overall development while nurturing environmental awareness. This vision goes beyond creating a building—it aims to help children develop into thoughtful, eco-conscious individuals who live in harmony with nature. By rethinking how kindergartens are built, this project highlights how architecture can play a key role in preparing future generations to face global challenges responsibly.

The purpose of this study is to examine how educators in preschool and kindergarten handle children with ADHD diagnosis or concentration difficulties. Are the educators based on a special way of working with these children? We have chosen to use the theory of Vygotskijs sociocultural perspective. We have also chosen to carry out the study with a qualitative method by doing six interviews and two observations at a preschool we choose to call ́Sommarängen. We believe that these methods are the optimal ones to obtain the answers to our questions. Our questions focus on how educators based on their experiences and knowledge create environments and working methods that can either promote or inhibit children with ADHD diagnosis or concentration difficulties, and if it is possible to discover signs of ADHD before diagnosis is made and in such cases, in what way may it appear? The main result of this study is that there were differences in the respondents' answers about their thoughts on diagnosing children already in preschool age. The results show that the preschool teachers had common opinion that children with ADHD diagnosis have greater opportunities for support and thanks to that early efforts can be made for future schooling. However, the child caregiver had other thoughts about the diagnosis and claim preschool teachers should be careful about placing children in compartments and that it could have negative consequences for the child in the future. A common response was that materials and environments were central to helping children with ADHD or concentration difficulties in their daily lives.

Concept of health education in kindergarten This thesis deals with the concept of a healthy lifestyle for preschool children and of health education in nursery schools. The first part of this work is the definition of "health" and individual determinants of health such as lifestyle, environment and health. The thesis deals with the various components of health education in kindergarten, the movement of children in kindergarten, nutrition, inner comfort and overall environment of the nursery school in the context of the Framework Curriculum for preschool education. The subject of research of this thesis is two-stage evaluation process and questionnaire, which is presented to teachers of kindergartens.