recycled materials sculpt kindergarten play structures in mexico

Nómada Estudio Urbano reanimates underutilized kindergartens

Fundación FEMSA, Fundación Placemaking, and Nómada Estudio Urbano transformed kindergarten environments in Mexicali and Tijuana into child-friendly spaces informed by desert identity, adaptive reuse, and community participation, as part of LAPIS (Lugares Amigables para la Primera Infancia). The interventions explore the role of play in placemaking, reimagining everyday playgrounds as environments that support childhood development, social interaction, and a sense of belonging.

For more than a decade, Nómada Estudio Urbano has investigated how public spaces across Northern Mexico can function as platforms for participation, creativity, and community life. Working within desert environments has informed an approach that prioritizes existing resources, local identity, and opportunities for collective use. This perspective shaped the development of LAPIS, an initiative promoted by Fundación FEMSA and Fundación Placemaking that focuses on creating child-friendly environments through placemaking, participatory processes, and context-responsive design.

Implemented in kindergarten settings in Mexicali and Tijuana, the initiative examines how adaptive reuse, local references, and collaborative design can transform underutilized spaces into environments that support both learning and community engagement. Rather than treating playgrounds as isolated recreational facilities, the projects position play as a tool for strengthening the relationship between people and place.

all images courtesy of Nómada Estudio Urbano

Local Landscape References inform kindergarten Play Structures

At Jardín Centenario in Mexicali, the intervention centered on a deteriorated pergola that had fallen into disuse. Instead of removing the structure, the design team repaired and reinforced it, introducing a new color palette and converting it into a dedicated play pavilion for early childhood activities. Suspended sensory elements were installed beneath the pergola, creating opportunities for movement, tactile interaction, and exploration. Wooden balance circuits encourage physical activity, while swings constructed from recycled tires incorporate principles of adaptive reuse. By working with existing infrastructure rather than replacing it, the project demonstrates how relatively small interventions can redefine the function and identity of a space. The transformation highlights the potential of architectural recycling, extending the lifespan of existing structures while creating new opportunities for play and social interaction.

At Jardín Torres de Agua Caliente in Tijuana, the design process began with participatory workshops involving children, educators, and families. Through these sessions, participants shared ideas, references, and aspirations for the kindergarten environment. One recurring reference was the cardón cactus, a characteristic species of the Baja California landscape. The cactus became the conceptual basis for a large-scale play totem that functions simultaneously as playground equipment, a landmark, and a visual anchor within the site. Constructed from tubular steel profiles and recycled tires, the structure is accompanied by shaded gathering areas, sensory play installations, exploration circuits, and child-scaled picnic tables. Together, these elements create a network of spaces that support different forms of play, learning, and interaction. The project also incorporates a collaborative mural and asphalt artwork derived from children’s drawings and ideas. References to local flora and elements of the surrounding environment were translated into graphic interventions, reinforcing connections between the playground and its cultural context. Rather than relying on standardized playground models, the design draws from local narratives and environmental characteristics to shape the identity of the space.

the renovated play pavilion transformed an overlooked space into a vibrant environment for exploration and gathering

Play as a Tool for Placemaking and Community Participation

Within educational environments, playgrounds support forms of interaction that extend beyond structured classroom activities. They provide spaces for informal encounters, exploration, and shared experiences among children, educators, and families. The interventions examine how design can strengthen these social functions. Existing structures become gathering spaces, murals operate as storytelling devices, play elements serve as landmarks, and sensory installations encourage exploration. Picnic tables and shaded areas create opportunities for collective use and everyday interaction. Viewed in this way, playgrounds function not only as recreational environments but also as spaces where social relationships, confidence, and community connections are developed.

The LAPIS projects demonstrate how playground design can contribute to broader placemaking strategies. Developed through collaboration among Fundación FEMSA, Fundación Placemaking, local communities, educators, families, and Nómada Estudio Urbano, the interventions show how design processes rooted in participation and local context can shape child-friendly environments. In Mexicali, a neglected pergola was transformed into a pavilion for sensory play and exploration. In Tijuana, a cardón-inspired structure became a focal point for gathering, learning, and play. In both projects, the resulting spaces emerged from existing conditions, local references, recycled materials, and collective input. Together, the interventions illustrate how spaces designed for children can also support wider community life, creating environments that encourage interaction, participation, and a stronger sense of place.

adaptive reuse and sensory play elements turned the existing structure into a place for discovery and interaction