ABSTRACT
Martha Muchow observed children in Hamburg in different spaces and interpreted the relationship between a child and his or her space. The distinction between spaces in which children live and those that were designed for them has already been hinted at. With respect to methodology, there must be a distinction focusing on the classroom or on the relationship between the classroom and its surrounding space. The playground in Barmbek set up by adults for children is an example of the concept of generational order for adults in the 1930s. The educational debate on the connection between school and space happens at several levels. In literature targeted particularly at teachers, the idea of “space as the third educator” is common. Time and again, new attempts are made to link methodological teaching concepts to a specific configuration of space. Children know that school is about evaluations and grades, which can also be observed in the way they speak and act.
