The teaching staff in our school has a long experience in raising awareness and promoting the first years of life as a fundamental educational stage.We view that the school period comprising 0-3 years is educational and preemptive, as favours a vision and intervention that may sometimes become indispensable.As professionals in education we have the responsibility to adequately respond to the learning and personal growing process of children. For this purpose, we are intent on developing contexts and spaces that contribute to this function.Our school team of educators has an increasing need to reflect on how to better adjust to the needs of boys and girls, so that we can develop a more humanistic project that boasts the children’s capacities, and at the same time coherent and sustainable. We find ourselves in front of a big challenge: to set a new way of approaching education that brings us to the overcoming of the purely instructional dimension. We aim at placing openness and trust at the centre of our job. Our educational intervention will be based on trusting children’s possibilities and on our capacity to rethink, share, learn and correct.The above circumstances have impulse us to look for answers to multiple questions that arise in the search for coherence. An example of this is the European project in which we are currently involved (Sal y disfruta aprendiendo / Go out and enjoy by learning) related with use of natural spaces as learning environments. This project has allowed us to get to know the Outdoor Learning schools and consequently acknowledge Loris Malaguzzi and the Reggio Emilia schools at its theoretical basis.Partly for this reason, it is of great relevance to us to know the functioning of the Reggio Emilia kindergartens. The design of spaces and materials has become a fundamental aspect for us, as these will allow us to better adjust to the needs of respect, curiosity, exploration, creation and interrelation of children.It is not enough to have a space and materials, it is necessary that such space and materials are designed in the best possible way, so that everything makes sense and works efficiently. Traditional schemes that reproduce established routines are no longer acceptable for us. We have started a creative process and we require some training that guides us and keeps us on track.The Reggio Emilia educational model perfectly fits our needs and provides an answer as to how to bring our school into becoming an engine of social transformation and a space that promotes creativity, trust and multiple forms of expression.We aim at learning about the Atelier dynamics, the design of spaces and the choice of materials, as well as the role of the educator and how educational experiences should be documented. The training offered by the English institution House of objects and the possibility to carry out two job shadowing stays in five days perfectly caters for our training needs. The first one will take place in the High House Nursery (UK,) and the second one in the Clorofilla school (Italy). Both will bring us a solid theoretical principle on which to base our own transformation.The results obtained from the training in our project Espacios con vida (Spaces with life), we will elaborate a new school Educational Project that will include several innovative measures: the gradual implementation of a new methodology based on the Reggio Emilia schools, the transformation of spaces, the documentation of school life, and the elaboration of a plan of dissemination of results and knowledge acquired through the project that will include talks, seminars and open door sessions.Our experience and the implementation of such measures will benefit the 17 kindergartens that constitute the network of Escoles Bressol Municipals run by the city of Lleida, as well as other schools and institutions of Lleida and the surrounding area.