By drawing, we free architecture from precision, from scale, from order. The process begins with children—sketched freely in space, engaging in play, exploration, and learning— and from their gestures, spatial configurations emerge. Children give life to the void; their movements trace steps, thresholds, layers, and paths. Only subsequently does the constructed environment form, responding to these activities rather than limiting them. The drawing emphasizes not the materialized architecture, but the spatial conditions it enables. Architecture is conceived less as solid form than as a realm for unbounded learning and emergent activity. The void is foregrounded, providing conditions for curiosity, interaction, and the enactment of knowledge. Light, movement, and breath are integrated within this space, reflecting an environment co-constituted by children and architecture.