From Behaviour to Belonging: Reimagining Classroom Design in Early Learning

Anisha Grossett • May 1, 2026


The classroom is more than a place we work — it is a second home for both educators and the children who spend their days within it. Because of this, how our environment is designed matters deeply. Children are constantly communicating with us through their behaviour, movement, and engagement with the space. When we pause to observe what children’s actions are telling us, the environment shifts from being a pain point to becoming the third teacher.


What messages does our classroom environment send to children the moment they enter the space?


Listening to children when placing furniture and designing play areas is more than an act of respect — it reflects our belief that children are competent and capable learners. It acknowledges that children are active participants in their learning, not simply occupants of a room. When the environment truly meets children’s needs, we often see calmer bodies, deeper engagement, and more meaningful play.


How often do we adjust the environment based on children’s cues rather than adult convenience?


So, what areas within a classroom should be considered non-negotiable because they support regulation, development, and a sense of safety?



Sensory Area

A sensory area should always be present and intentionally planned. A sensory bin is essential and should be refreshed regularly — ideally weekly. Options may include rocks or pebbles, lightweight machine parts with no small pieces, or seasonal natural materials collected with the children.


Do children have daily access to sensory materials that support regulation, not just exploration?


Hideaway Space

Children benefit from having access to an enclosed, cozy space where they can retreat when they need comfort or reduced stimulation. This might look like a blanket fort, a tent, or a cozy cube with soft materials layered over it.


Is there a space in our classroom where children can choose privacy or calm without needing permission?


Gross Motor Area

This is a larger, open space that offers children “yes” space for big body movement — climbing, pushing, jumping, and stretching. Gross motor opportunities support regulation, coordination, and emotional release.


Are children given enough opportunity to release energy indoors, or are we often asking them to “slow down”?


Quiet Area

A calm, cozy space for reading, resting, or taking a break from stimulation allows children to self-regulate and recharge.


Does our quiet area invite rest and comfort, or is it treated as a time-out space?


These spaces allow children to choose what their bodies need in the moment — movement, calm, or sensory input — helping to reduce frustration and support self-regulation.


Children’s behaviour often reflects the environment they are navigating. Before labeling behaviour as “challenging,” it is important to pause and consider what the classroom might be communicating to the child.


  • An increase in accident reports, frequent running, crashing, or rough play may indicate a need for more gross motor opportunities.
  • Avoidance behaviours, withdrawal, or disengagement from peers, educators, or activities may suggest the environment feels overwhelming or lacks predictability.
  • Heightened emotions during transitions may point to unclear layouts, crowding, unmet sensory needs, or unclear expectations.


What behaviours are we seeing most often, and what might they be telling us about our environment?


When we shift our lens from managing behaviour to understanding it, we open the door to meaningful and lasting change.


Designing responsive classrooms is an ongoing process — one that requires reflection, collaboration, and flexibility. Small environmental adjustments can have a significant impact on children’s sense of belonging, regulation, and confidence.


How Does Learning Happen? (p. 66) reminds us:

“The focus is not on teaching a body of knowledge or a predetermined set of topics… programs are most effective when the context of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry.”


Are we prioritizing children’s learning processes over outcomes in our daily environment decisions?


Children’s communication can feel exhausting — especially when it shows up through big behaviours. Knowing this, we are encouraged to look closely at the environment and create as many “yes” spaces as possible.


Where can we replace a “no” with a safe, intentional “yes”?


Giving children “yes” spaces allows them to take ownership of their learning. These moments support cause-and-effect thinking, problem solving, critical thinking, turn-taking, and a sense of belonging.


These children are not simply passing through our classrooms. They deserve to feel that this space belongs to them.


So say yes to sensory play.

Say yes to art on the walls.

Say yes to choice, curiosity, and collaboration.

Say yes to children — through your words, your interactions, and the way you design your classroom environment.

Back to School Starts with You: Preparing Yourself for a New School Year as an ECE

By Anisha Grossett • August 19, 2026
As summer winds down and a new program year approaches, many early childhood educators find themselves making lists, reorganizing materials, labeling bins, and preparing for a new group of students. Don’t get me wrong, all these things are important. They create an environment where children can thrive. But before your students come through the door, it’s worth checking in with yourself. How are you preparing yourself? Remember, it’s a new program year for you too. Yes, preparing the classroom space and materials are important, but you’re just as important to your students’ learning. The relationships we build, the way we respond, and the curiosity we bring shape children’s experience every day. So, let’s invest time in preparing our mindset, intentions and well-being. Reflect Before You Reset: Every new year offers a fresh opportunity to reflect on the previous one. Ask yourself: What brought me the most joy last year? What challenges did I face? What would I like to do differently? Which routines supported children well, and which could be improved? How did I grow as an educator? Reflection isn’t about dwelling on mistakes. It’s about recognizing what you’ve learning and carrying those lessons forward. Small adjustments can still have a big impact. Reconnect with Your “Why” When schedules become busy and paperwork piles up, it’s easy to slip into simply getting through each day. Before the pace picks up, take a moment to reconnect with the reason you chose this profession. This is a grounding exercise and there’s a reason we talk about it often. Perhaps it’s witnessing a child’s excitement when they solve a problem, or it’s supporting families through important milestones, or creating a place where every child feels they belong. Keeping your purpose at the forefront can help guide decisions through the year and provide perspective during more challenging moments. Prepare for Relationships, Not Just Routines The children in your care won’t remember perfectly organized shelves, but they will remember how they felt in your care. The first few weeks are about much more than learning routines. They’re about building trust. So, let’s be intentional. After all, relationships are the foundation of any learning environment. Think about how you will: Welcome families into your program Help children feel safe and connected Create opportunities for every child to experience success Leave Space for Flexibility It’s natural to want to be organized and prepared before the first day. But don’t forget that some of the most meaningful learning experiences happen when we follow children’s curiosity rather than our own agenda. A well-prepared educator is also a flexible educator. Leave room in your plans for unexpected discoveries, spontaneous conversations, and the interests children bring with them. These moments often become the most memorable because you’ve followed the children’s lead. Check In with Yourself The beginning of a new year or having a new group of students often comes with excitement – but it can also bring pressure. As you care for the children, remember to care for yourself. Are you setting realistic expectations? Do you need to have more recovery time the first few weeks of a new routine? What boundaries will help you maintain balance? Reflection on what helps support your personal well-being. Make a list of people you can turn to when you need support, either in the classroom or out of it. Embrace a Learning Mindset Children aren’t the only learners in the classroom. Every new group of students, every family, and every experience is an opportunity for growth professionally. Rather than striving for perfection or the appearance of perfection, make curiosity the priority. A Fresh Start for Everyone The carefully prepared learning environment is important but so is your warmth, your responsiveness, your patience and your willingness to learn alongside the children in your care. This is what truly creates a place where children can thrive. So, before you organize one more bin in the art cabinet or make another label, take a moment to prepare the most important part of your classroom – you. The year ahead won’t be perfect, and it doesn’t need to be. It simply needs an educator who is reflective, present and ready to build meaningful relationships one day, one child, one family at a time. Here’s to a year filled with curiosity, connection, growth and joy – for both the children in your care and for you. We’ll be rooting for you!

The Difference Between Good Intentions and Impact

By Anisha Grossett • July 29, 2026
As Early Childhood Educators, we enter our classrooms with hearts full of good intentions. We want every child to feel safe, valued, respected, and included. And that matters. Good intentions are often what bring us to this profession. But in Diversity, Equity, and Inclusion (DEI) work, there is an important truth we must embrace: Good intentions do not always lead to positive impact. This does not mean our intentions don't matter. They absolutely do! The research on implicit bias reminds us that even well-intentioned educators can unknowingly make decisions influenced by unconscious assumptions rather than their conscious values. In other words, we can genuinely care about children and families while still unintentionally causing harm (Safir, 2016; Staats, 2015). The goal isn't perfection. The goal is critical reflection. To truly support the children, families, and communities in our care, we must move beyond simply meaning well and intentionally pair our good intentions with reflection, awareness, presence, and action. Understanding Unintentional Harm Most moments of unintentional harm are not rooted in malice. They are often rooted in habit, assumptions, tradition, or simply not knowing what we don't know. Unintentional harm can show up in many ways. Below are three examples educators may encounter in their everyday practice. The definitions are informed by the Canadian Centre for Diversity and Inclusion's (CCDI) Glossary of DEIA Terms , an excellent resource for anyone looking to deepen their understanding of inclusive language and practice.