架构师提供的文本描述。在“爱丽丝梦游仙境”中，刘易斯·卡罗斯把我们带入了成人-儿童世界的二元性及其相反的感受：想象-现实，游戏-工作，有趣-负责，等等…。托儿所变成了爱丽丝的世界，那里的一切都是感情、经验、规模游戏、颜色，所有这些都是通过天真的孩子们的眼睛感知到的。这座建筑被设想成一个连续体，由各个部分组成，当它行走时将空间分割开来，并在两个世界，内部和外部之间建立横向关系，增强了它们之间的模糊性，从玩的地方到需要教育的地方，这样他们就可以终日快乐地享受。

Text description provided by the architects. Lewis Carrols, in “Alice in Wonderland”, take us the duality of the adult-child world and its opposite feelings: imagination-reality, game-work, fun-responsability, etc… The nursery school change into Alice’s world, where everything are feelings, experiences, scale games, color, all of them perceived through the innocent kids eyes. The building is conceived as a continuum made by pieces that dividing the space as it is walked, and making a transversal relationship between the two worlds, interior and exterior, enhancing the ambiguity between them, from where its played till where the education is required, so at the end they can enjoy happily all day long.

 © David Frutos

(C)戴维·弗鲁托斯

学校入口处是通过手工覆盖的外部空间，欢迎来自街道的游客，展示建筑的方式，孩子们被直接引入建筑物的内部，同时建立了公共和私人空间的明显区别。

The school entrance is made through hancovered exterior space that welcomes the visitor from the street and shows the way of the building, the kids are introduced directly into the interior of the building, establishing at the same time a clear difference between public and private space.

 © David Frutos

(C)戴维·弗鲁托斯

内部分割是以儿童的比例来划分室内空间的分隔器，这样成年人就能够从整个建筑中获得一个完整的视觉和控制。家具布置在这个部门，每个级别的房间，长凳/换柜，储物柜也允许通过同样的可见度。所有服务区域都集中在一起，同时对建筑物的使用进行排序和排序。

The interior divisions are created as dividers that plays with children scales marking out the interior spaces, this way the adults are capable of having a whole vision and control from the allover the building. The furniture is arranged in this divisions as storage of every class room, bench/changer, locker also allows the visibility through the same. All service areas are focused together while ordering and prioritizing the use of the building.

 © David Frutos

(C)戴维·弗鲁托斯

建筑物的表皮是一个连续的折痕，解决了方向、照明和空气流通等问题，覆盖的外部空间变成了一个新的延伸。一个巨大的屋顶被展开，所有在它上面创造的部分形成了一个平坦的破裂，使隔音更准确的照明和空气到托儿所的所有不同的地区是唯一的元素，在这个班级的房间下面是有遮蔽的。为了激发视觉感受，哥特以高度变化为目的，对不同的内外区域进行粗犷。这是完成与一个大庭院所有班级房间和工作作为一个游乐场区，与其余的地形和情节。在外面，教室和构成这里的大花园联系在一起，这是情节的主要部分，它标志着这种延伸、延伸和雨点穿过了被覆盖的门廊。因此，这座建筑，从周围的环境中，被视为一个巨大的浮动屋顶，在这个屋顶下，所有的颜色和纹理都被展示出来，让孩子们跳入一个有趣的世界。

The skin of the building is a continuous crease that solves questions as orientation, lighting and air circulation, the covered exterior spaces turn into a new extension. A big roof is unfolded, takes all the pieces creating in its upperpart a flat break down that make seasier getting the exact lighting and air right to all different areas of the nursery school being the only element underneath wich the class rooms are sheltered. The children, in theaim of activating the visual sensations, goth rough the different interior-exterior areas with height variations. This skingis completed with a bigcourtyardcommonto all class rooms and works as a play ground area that interacts with the rest of the topographicalland of the plot. Out wardly the classrooms are associated to the big garden that makes up there mainder of the plot that is showed as a signed of how thiskind of extention, shleterdfromthesun and the rain across the covered porch. Therefore, the building, is perceived from the surroundings as a big floating roof under which a whole word of colours and textures are shown in viting the children to dive into a entertaining world.

Architects Rocamora Arquitectura, Alexandre Marcos

Location Callosa de Segura, Alicante, Spain

Category Educational Architecture

Architect in Charge Ángel Luis Rocamora Ruiz y Alexandre Marcos Olivares

Area 1088.17 sqm

Project Year 2012

Photographs David Frutos