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ODA Kindergarten
Project
Kindergarten for 125 kids
Location
Lanchkhuti, Guria, Georgia
Status
Under Development
Team
Nutsa Nadareishvili, Nikoloz Gurabanidze, Giorgi Gogava, Aleksandre Tsitokhtsevi, Mariam Mtiulishvili, Ana Tsiklauri, Tamo Papiashvili, Giorgi Tsintsabadze, Tamta Nadiabaidze
Client
Municipal Development Fund of Georgia
About
The project envisions a contemporary kindergarten in Lanchkhuti as a spatial narrative rooted in the enduring principles of the traditional Georgian Oda house, reinterpreted through a modern architectural language.
Composed of two elongated volumes joined by a permeable transitional space, the building forms a balanced and legible composition where movement, pause, and connection are carefully orchestrated. This joint is not merely functional—it acts as a spatial threshold, mediating between distinct programmatic zones while unifying them into a coherent whole. The modular structure allows the architecture to remain flexible and adaptable, capable of responding to varying contexts without losing its identity.
At the heart of the concept lies the dialogue between inside and outside. Learning spaces extend seamlessly into the landscape, dissolving rigid boundaries and transforming the kindergarten into an open, exploratory environment. Terraces, shaded edges, and semi-open spaces reinterpret the archetype of the Oda balcony as a climatic and social filter—spaces where light, air, and human activity converge.
Materiality is approached with tectonic clarity and restraint. Natural wood and pigmented plaster articulate a warm, tactile façade, where rhythm, depth, and shadow create a constantly changing surface. The architecture does not rely on excess; instead, it achieves expression through proportion, repetition, and detail. Large openings draw daylight deep into the interiors, shaping soft, luminous spaces that support both concentration and play.
The landscape is not treated as a backdrop, but as an integral part of the architectural experience. Gardens, trees, and open grounds become extensions of the learning environment—places where children encounter light, seasonality, and materiality firsthand.
Ultimately, the project is conceived as a living system—quiet, adaptive, and deeply human—where architecture becomes a mediator between tradition and contemporaneity, structure and nature, imagination and everyday life.
