The spaces of a home have a specific use within the framework of family life, and within them, from the very first moment of their existence, humans learn how the world outside operates. Through mirror neurons, they reproduce and imitate behaviors, adopt rules, and leave their own mark on the existing space, turning it into a landscape of action and reaction.

Unfortunately, the classroom, from the very moment of its existence in Greece until today, has undergone minimal structural changes and does not aim at the development and cultivation of the personal identity of the students who make it up. It operates impersonally and offers very few opportunities for its members to create relationships of action and reaction with the space.

This book proposes the transformation of the classroom in preschool and school education through a systemic approach, aimed at creating a space within the school that promotes emotional safety for its members. It is the product of personal engagement and involvement of students in its creation and operates in a way that leads all team members to develop relationships and two-way communication.

The classroom space becomes a gathering and decision-making space for the school and the community, a space caring for the most vulnerable students, a "home" space, a space for introducing the personal element of each participant, thus a space that creates an identity and culture among its members.

Through the art of architecture, visual arts, and theatrical expression in the educational process, the one-dimensional space of the classroom changes form and transforms into a "living system" of information exchange for early childhood education and school structures, aimed at co-creation and collaboration between educators and children, so that the "personal voices" of participants gain significance and space to be heard.