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The article comes from the studies carried out on the Pikler approach to promote teacher training and
improvement of the work developed in a university day care center, focusing on the organization of
spaces for babies. The objective is to present piklerian contributions for the organization of the
institutional space for infants (children up to 1 year and 6 months of age). As methodology, we
adopted bibliographic research. The Pikler approach originated in Budapest with the Hungarian
physician Emmi Pikler who conducted the education and care of orphaned children from 1946. In
studying the Pikler approach we understand space as a support to support babies in their motor
acquisitions and their insertion in the world. The ample space, with little but adequate furniture and
materials thought and selected for the specifics of the age range, allows the baby to experience the
space with his body and, in this way, can gradually perceive and insert himself in the world that
surrounds him . The actions of space organization, in the light of the Pikler approach, place the baby
at the center of the pedagogical process and suppress the evidence and protagonism of the adult, still
so present in this stage of Basic Education. The baby, powerful, capable and active, needs a context
that supports him and allows him to experience his childhood with freedom and care.