This research examined the extent to which 2.5- to 5-year-old children in three Kindergarten classrooms in Thessaloniki, Greece could be taught about the use of classroom space and equipment. The study combined the theoretical perspectives of Piaget, Vygotsky, Bruner, and Frangos with the views of theater director Peter Brook. Mixed-age groups of children participated in play sessions where they drew each others' body outlines in various postures on white paper. Children then placed the cutout body outlines next to architectural or equipment features of the classroom. Observations and comparison were made between children and between child and doors, for example. The researcher placed reproductions of daVinci's drawing "Proportion of the Human Figure," Dreyfuss' drawings of male and female children, and other drawings on the walls as examples to show how the human body may be used to judge the size of objects in comparison with its size. The researcher answered children's questions and recorded their spontaneous comments. The researcher also had a play-dialogue with children regarding table and chair size differences between adults and children. Results indicated that: (1) preschoolers are capable of receiving scientific knowledge through personal discovery of basic concepts; (2) children have vague ideas about space but these ideas can become concrete after dialectical instigation; (3) kindergarten teachers' participation in discussing space was limited, although they were positive toward the research; (4) parents' response to the research was hesitant; and (5) equipment should be designed using both adult and child criteria. (KDFB)