Positive effects of wood in Vorarlberg’s (Austria) timber kindergartens

The application of sustainable materials and their integration into newly constructed, valuable, and cultural architecture is a topic currently often mentioned in connection with the new initiative called the New European Bauhaus. The aim of this paper is to highlight the impact of wood material in the interiors of preschool institutions, its positive influence on the development of children and its inclusivity in education. The use of wooden furniture and wooden structural elements in kindergarten interiors opens a new area of research and interest in the context of promoting diversity and access for every child, regardless of their abilities or limitations. The article analyses the architecture of kindergartens in Vorarlberg, which serves as an excellent reference example for the development of new school projects. The authors raise questions as to how such architectural and design thinking can support the promotion of inclusive education of children and whether it can positively influence their cognitive abilities, ultimately affecting their overall quality of life. The findings presented in the article can inspire new ideas and solutions for the creation of preschool architecture that aims to provide an inclusive environment for children where they can expand their knowledge and gain new experiences, while applying innovative design thinking. The selected analyses and comparisons focused on whether the presence of wood material can positively impact the well-being of children in the physical environment of kindergartens. The paper aims to prove that interiors with exposed wood can improve the quality of teaching and support social interaction and playful learning of children. The results of this study can serve as a strong argument for the New European Bauhaus initiative advocating for the implementation of renewable materials such as wood in accordance with the principles of biophilic, restorative environmental, and salutogenic design in practice.