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YueCheng Courtyard Kindergarten, also known as Courtyard Kindergarten, is a Beijing project by MAD Architects completed at the end of 2019. It places a new kindergarten around a traditional siheyuan courtyard dating to 1725, then turns the new building’s roof into an active playground. The result is not a preservation project with a school attached: it is a deliberately visible meeting of historic fabric, fluid circulation, teaching rooms, courtyards and outdoor play.
MAD reports a site area of 9,275 square meters and capacity for 390 children aged 1.5 to 6. The published descriptions establish the design concept and reported figures, but they do not establish current enrollment, operating arrangements or public visitor access.
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YueCheng Courtyard Kindergarten is a kindergarten in Beijing, China, designed by MAD Architects for Yuecheng Group. MAD lists the project period as 2017–2020 and identifies China Academy of Building Research as executive architect. The project team named by MAD includes principal partners Ma Yansong, Dang Qun and Yosuke Hayano.
The kindergarten was commissioned in 2017 beside a retirement community. Its brief therefore included an intergenerational integration idea as well as the ordinary requirements of early-childhood education. Rather than clearing the site for a standalone school, the design keeps the historic courtyard as a central reference and wraps new spaces around it.
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MAD describes the roof as a colorful, usable playground. This move gives the children an outdoor landscape above the building while preserving a legible relationship between the old courtyard and the new architecture. Inside, the project is presented as an open-concept environment that can accommodate teaching, a library, a small theater and a gymnasium.
Project facts at a glance
| Item | Reported information |
|---|---|
| Project | YueCheng Courtyard Kindergarten, also called Courtyard Kindergarten |
| Location | Beijing, China |
| Architect | MAD Architects |
| Client | Yuecheng Group |
| Executive architect | China Academy of Building Research |
| Project period | 2017–2020, according to MAD’s official project page |
| Reported completion | End of 2019, according to MAD’s completion account published in 2020 |
| Reported site area | 9,275 square meters, as stated by MAD in 2020 |
| Capacity | 390 children aged 1.5 to 6, as stated by MAD in 2020 |
| Historic element | A traditional siheyuan courtyard dating to 1725 |
How the historic courtyard shaped the design
A 1725 siheyuan remains the point of reference
The site contained a traditional siheyuan courtyard dating to 1725. A siheyuan is organized around an inward-facing courtyard, with rooms and walls defining its edges. MAD’s project description treats that inherited geometry as an active part of the kindergarten rather than as a remnant to hide behind a new facade.
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The completion account describes a more complicated pre-existing condition: the old courtyard, a replica courtyard built in the 1990s and a four-story modern building were all present before the kindergarten was commissioned. The new project therefore had to negotiate several layers of site history instead of presenting a simple old-versus-new contrast.
Old and new are intentionally visible together
MAD sets the new architecture around the historic courtyard so that the relationship can be read directly. The old courtyard provides a fixed, recognizable center; the new kindergarten forms a more continuous, landscape-like envelope around it. This arrangement allows children and staff to encounter the preserved historic element as part of everyday circulation rather than as an isolated exhibit.
The project should be understood as a design statement about coexistence. The available descriptions do not claim that the kindergarten restores the entire historic compound or reproduces its original construction in every detail. They establish that the 1725 courtyard is retained and that the new school is arranged around it.
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How the rooftop playground works
The roof becomes a second ground plane
MAD’s central spatial move is to make the roof an active, colorful playground. Instead of treating the roof as equipment space or an inaccessible technical surface, the design uses it as additional outdoor territory. The roof links the building’s different parts and turns the space between them into a place for play.
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1Fix the driver behind crashes, sound loss and screen glitches2Clear out junk files and repair common Windows errors3Scan for outdated or missing drivers - takes under a minuteMAD connects this idea to a Beijing saying: “Three days without a beating, and a child will scale the roof and rip off the tiles!” In the project description, the saying explains the impulse to make the roof a place children can occupy. It is presented as a proverb, not as a quotation from Ma Yansong or another named individual.
Slides and stairs connect levels
The completion account says that slides and stairs connect the first and second floors. These elements make vertical movement part of the school experience rather than confining circulation to conventional corridors. They also help connect the roof landscape with the lower teaching and activity areas.
The descriptions do not provide a measured play-area schedule, equipment count or safety-performance study. The reliable point is the intended spatial organization: a roof designed for outdoor activity, with play routes that connect levels and extend the usable area beyond the ground plane.
Outdoor activity is distributed across the site
The roof is not the only outdoor space. MAD reports three courtyards arranged around existing trees. Together with the roof, these courtyards create a sequence of outdoor rooms rather than a single yard at the edge of the building. Their placement around retained trees also keeps established landscape features in the daily environment.
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According to MAD, the courtyards extend outdoor activity and support light and ventilation in the teaching areas. That is a description of the design intent and spatial effect; it is not a published post-occupancy measurement of daylight levels, air changes or developmental outcomes.
What happens inside the kindergarten?
An open-concept program
MAD describes the interior as open-concept space that can serve several functions: teaching rooms, a library, a small theater and a gymnasium. The wording indicates a flexible program rather than a building divided into one-purpose rooms only. Spaces can support ordinary classroom activity as well as reading, performance and physical exercise.
This combination matters because the project’s architectural idea depends on continuity. Outdoor courtyards, the roof and indoor rooms are described as connected parts of one environment. The available project accounts do not publish a room-by-room plan or explain how often each space changes function, so the safest reading is that the interior was designed to permit multiple uses.
Light, air and movement are tied together
The three courtyards bring open space into the building’s arrangement. MAD says they help light and ventilate teaching areas, while slides and stairs make movement between floors visible and playful. These are passive and spatial strategies: bring courtyards close to occupied rooms, keep routes legible, and use level changes as opportunities for activity.
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No source in the available material reports energy consumption, indoor-air measurements or comparative performance against another kindergarten. The project can be discussed accurately as an architecture that seeks daylight, ventilation and active circulation through its layout, not as a verified environmental benchmark.
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Why the retirement-community setting matters
The kindergarten was commissioned next to a retirement community, and the brief included intergenerational integration. This adjacency gives the project a social dimension beyond the school site itself. Children’s facilities and eldercare are placed in proximity so that the development can support contact between age groups.
The published descriptions do not specify a shared timetable, a dedicated intergenerational room, or a measured program of visits between residents and children. They establish the intention and the neighboring uses. Any claim about the frequency or results of intergenerational activities would go beyond what MAD’s project accounts document.
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From commission to completion
- 2017: Yuecheng Group commissioned MAD to design a kindergarten beside a retirement community.
- 2017–2020: MAD lists this as the project period on its official project page.
- End of 2019: MAD’s completion account reports that the kindergarten was completed by this point.
- 2020: MAD’s completion article published the reported site-area and capacity figures.
How many children can it accommodate?
MAD reports capacity for 390 children aged 1.5 to 6. This is a stated accommodation figure, not a current enrollment count. The available sources do not say how many children attend now, how classes are divided, or whether the reported capacity has changed since completion.
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Interpreting the area figures
MAD’s completion article gives 9,275 square meters as the project area and describes it as the site area. An independent ArchDaily listing gives 10,778 square meters, but the available sources do not define what that larger number measures. It may represent a different measurement basis, yet the documentation does not establish that explanation.
For that reason, the two figures should not be presented as competing site-area measurements. The defensible statement is that MAD reports a 9,275-square-meter site area, while ArchDaily lists 10,778 square meters without a clearly stated definition in the available material.
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What the project is—and is not—claiming
A landscape for learning and play
MAD presents the kindergarten as an environment in which roofs, courtyards, stairs, slides and interior rooms form a continuous field of activity. The architecture gives children multiple routes and scales: a historic courtyard with a strong sense of enclosure, courtyards around trees, indoor rooms for organized uses and a roof landscape for outdoor play.
That description is about design intent. It does not establish that the building improves learning outcomes, motor development, ventilation, social behavior or enrollment compared with other schools. Those questions would require operational data or independent evaluation that is not included in the published project accounts.
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A negotiated relationship with heritage
The project’s distinctive architectural problem is how to add a large contemporary kindergarten without erasing a 1725 courtyard. MAD’s answer is to keep the historic element visible and make the new building wrap around it. The result is neither a literal reconstruction of the old compound nor a detached modern object placed beside it.
For readers interested in architectural conservation, the important evidence is the arrangement itself: an existing courtyard remains central, while new circulation and play spaces pass around and above the school. The sources do not provide a conservation report detailing materials, structural interventions or the legal protection status of every historic element.
What is known about visiting or current operation?
The project is described as completed, but the available sources do not establish that it is open to public tours or that visitors can enter the kindergarten without authorization. A functioning school may have access rules that differ from those for a museum or public park.
Current enrollment, operating hours, visitor policies and any later alterations are likewise not documented in the material available for this article. Treat the completion date and capacity as historical project information, not as a guarantee of present-day conditions.
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Repair common Windows errors and clear accumulated junk for a smoother, more stable PC - no reinstall needed.Free scan · no reinstallHow to read YueCheng Courtyard Kindergarten as architecture
- Heritage: The 1725 siheyuan is retained as an organizing reference, making the old courtyard part of the school’s visible identity.
- Indoor–outdoor continuity: Teaching and activity spaces are linked to three courtyards and a roof conceived as a playground.
- Vertical play: Slides and stairs connect the first and second floors, turning circulation into an active architectural element.
- Program flexibility: The interior is described as serving teaching, library, theater and gymnasium functions.
- Social setting: The kindergarten sits beside a retirement community within an intergenerational brief.
- Evidence limits: Published accounts describe intentions and headline figures, but not measured educational performance, current operations or a fully defined area calculation.
Seen this way, Courtyard Kindergarten is best understood as a Beijing school organized around a conversation between an inherited courtyard and a new, elevated play landscape. Its significance lies in how the building makes that conversation usable: children move through courtyards, rooms, stairs, slides and roof space while the historic center remains present.
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