Adaptive Reuse in Village Gabrje - Kindergarten as Catalyst for Community Revival

The new two-unit kindergarten Cvetnik in Gabrje preserves the public function of the original school while respecting its historical and architectural identity—first established in 1911 within the walls of a former inn. Responding to local economic constraints, the project employs minimal interventions for maximum impact. Set on a narrow village plot, it creates an open, public space that reflects the local environment and evokes the warmth of a home rather than an institution. The new additions thoughtfully explore the dialogue between past and present, local and global, raising important questions about the role of architecture for children in small communities.

Formally, the intervention is a careful architectural reconstruction of the former school’s silhouette, reinterpreted through a contemporary lens. Though modest in scale, the physical changes have a significant spatial, programmatic, and social impact. Removing an ancillary garden structure restores a direct connection between the building and the adjacent stream. A subtle terrain excavation creates a new outdoor gathering space with a small stage. Strategic openings in the floor slab establish visual and physical links between levels, enlivening the interior sequence. The new functional layout is as simple and clear as the original school’s: one classroom per floor.

The structural and material design of the building is rooted in uncovering its historical layers: the original stone-built inn on the ground floor was later extended with brick walls and, after a fire, renovated with the addition of a concrete staircase. The building’s aesthetic thus emerges from tectonic logic, material honesty, and a clear distinction between old and new. Exposed brick walls, wooden ceilings, and the concrete staircase preserve a tangible link to the past, evoking the memory of the former school, while the visible concrete floor slab reveals the extent of new structural reinforcement. The use of wood and a restrained architectural language carefully balance tradition and contemporary intervention. The calm, spatially tranquil interior fosters a sense of connection and softens the perception of a newly built structure. This approach encourages children to engage with the building’s historical context, nurturing their sensitivity to the relationship between old and new. Beyond its educational function, the project holds also cultural significance: children subconsciously carry their memories, experiences, and spatial attitudes into their more mature years.