Vision

Discarded materials have an endless aesthetic potential.

Robert Rauschenberg

We work with sustainable, open-ended materials that have no fixed purpose and invite children to imagine, build and transform. Most of them come from local industries: discarded pieces or production offcuts that we recover and creatively repurpose, following the philosophy of the Remida Centres. Used in educational settings, these materials are given a longer life and become tools for play, exploration and creativity.

We work with real materials - materials with a history - and we nurture care, respect and responsibility towards the environment.

In this way, waste becomes a resource with endless possibilities.

The body is the place where the child builds experience and identity.

Beba Restelli

In the first years of life, children explore with their hands, their feet and the whole body.
Touch is the door to know and discover the world.

Hot and cold, weight and lightness, soft and hard, rough and smooth, colours, shapes, light, darkness, sound and silence… everything is new, everything is to be discovered. A sensory grammar that is built from the body.

In early childhood, play is the language and the body is the first instrument of knowledge: children look, smell, listen and, above all, touch to grasp and integrate the stimuli of their environment.

The things of children and for children can only be learned from children.

Loris Malaguzzi

We observe children as they play. It is they who give meaning to the materials. They invent uses, open new paths, and transform the initial order we set. They discover new ways to use the materials and to inhabit the space.

The adult's role is to accompany and observe - to be present, to support, to build trust.

This attentive listening gives something back: we rethink the materials, the design of the spaces and the play interactions they make possible. Children offer us new perspectives and reveal paths we had not foreseen. We bring our careful attention, we learn, and we design again.

The space is not a container: it is an ally that educates in silence, welcomes, supports and inspires.

We design each setting with care: the arrangement of the materials, the language of the colours, the light and the empty spaces that create movement and relations.

When children enter a well-cared space, they feel it right away. The body calms down, the gaze opens, the rhythm changes. Curiosity, attention and the wish to explore appear.

Beauty is not decoration. It is a tool that guides the way of being and of relating to the space and to others. We spend time on the setup because this time comes back as quality of experience. A space thought out and built with care makes play, relations and learning easier. Children inhabit it, transform it and make it their own.

And from their way of using it, we keep learning and designing.

The spaces of Prohibit no Tocar are also places of parenting. Children, families and educators share time, experiences and perspectives.

In the early stages of parenting, many families devote a great deal of time to their children, yet they do not always have places where they can meet, share their doubts and feel supported.

In our spaces, they also find a place to come together - to share emotions, worries and questions, and to discover that other families are going through similar experiences.

Play creates bonds, builds trust and fosters community.