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.

Risky Play the Right Way

By Anisha Grossett • May 29, 2026
Move over trips and falls and organized sports, we have a new injury inducer in town for our children and it’s starting to raise some heated debates. When we look at what’s happening with the injuries we see with children today, it’s not the same from when I was a child. I was falling out of trees, cuts and scrapes on knees and elbows from going too fast around a corner or down a hill on my bike. I was learning physics in the hands-on experiential way, so that when I was a 16 year old driving my dad’s pickup truck, I was already familiar with sliding tires and changing road conditions. I took the lessons I learned going over the handlebars and the feelings of losing control and used them to become more aware and resilient during stressful situations as I grew older into adulthood. I recently read an article online talking about emergency room injuries with children in British Columbia and the number one culprit on the list comes from E-scooter accidents. I definitely have my opinions on these scooters, but we’re not gonna dive into that one today. I want to tell you how easily these injuries can be prevented with a little bit of background education, situational awareness, and some foundational motor development. A lot of these children likely missed the opportunity of learning how to ride a bike properly, they don’t have the vestibular development and appropriate proprioceptive skills to get their balance and their coordination correctly on a scooter. If they never learned the mechanics of how to ride a bike, then how do they know that when they go around that sharp turn and hit a little bit of loose gravel that the back end might slide out a little bit. These foundational fine and gross motor skills are imperative for children to use these conveyances safely, not to mention the spatial awareness needed to navigate the world around them while travelling at high speeds. Parents often send their children out on these scooters without helmets, further exacerbating the risk level. Scooters pose a much higher risk than a traditional bike because you don't need to invest the same amount of time learning to “ride” it. The physics and mechanical lessons I learned as a child are often missed in this day and age and it’s showing up in our emergency rooms across the country.

The Power of Networking in Early Childhood Education: Why Community Changes Everything

By Anisha Grossett • March 31, 2026
In early childhood education, we talk a lot about community for children. We design environments that foster belonging. We build partnerships with families. We support social development, collaboration, and connection. But here’s a powerful question we don’t ask often enough: Who is your community as an educator or leader? Too many early childhood professionals are doing deeply meaningful work in isolation — navigating leadership challenges, staffing struggles, burnout, policy changes, and big dreams for their programs on their own. And yet, one of the most powerful tools for growth in this field isn’t another resource or strategy… It’s connection. Networking in early childhood education isn’t about business cards or awkward small talk. It’s about building real relationships, sharing wisdom, learning from one another, and growing together.