To leap over borders, to bring about “bridges”, to draw “streets” and itineraries: children’s social construction of meanings about the kindergarden interstitial spaces

Subscribing the theoretical frame of Sociology of Childhood and the insights provided by the Sociology and Anthropology of Space, this paper aims to show how children during their daily life in the kindergarden-room had attributed other symbolic significations to institutional space. Ethnographic descriptions analysis of children’s moves, stops and delays across the various spaces of the kindergarden-room try to reveal, in their nomad and sedentary rhythm, some features less perceptible of peer culture routines they institute in interstitial spaces and, based on that, call the attention to some methodological issues about observations of children’s interactions.