The Room That Teaches
Walk into a strong early years classroom anywhere in Canada, and you can feel it before you see it. There’s a hum of gentle energy, a sense of calm curiosity, a rhythm children naturally gravitate toward. Space invites exploration. It whispers possibility. It welcomes you. It feels alive.
This is the environment as the third teacher, a concept rooted in the Reggio Emilia philosophy, but beautifully aligned with Canadian early learning frameworks from coast to coast.
Children learn through relationships with educators.
They learn through relationships with peers.
But they also learn through their relationship with the space around them the light, the materials, the textures, the layout, the rhythm of the room, the sense of welcome and belonging.
Across Canada, as early years centres expand under the national child-care system, educators and leaders are returning to a powerful truth:
A well designed environment supports:
And, perhaps most importantly, it supports educators too. A thoughtful classroom reduces behavioural challenges, decreases overstimulation, and creates a calmer, more joyful workplace.
This blog explores what it truly means to make the environment a teacher and how Canadian early years centres can transform their spaces to support children’s natural curiosity and deep learning.
Canadian early childhood frameworks including How Does Learning Happen? (Ontario), the BC Early Learning Framework, FLIGHT (Alberta), and others place strong emphasis on environments that are responsive, safe, inclusive, and intentional. These frameworks reflect decades of research showing that the physical and emotional climate of a room shapes everything that happens inside it.
Children don’t just play in a room, they respond to it.
When a room is cluttered, loud, overstimulating, or chaotic, children mirror that energy. They become distracted, restless, dysregulated, or overwhelmed.
When a room is calm, welcoming, organized, and thoughtfully designed, children settle. Their play becomes deeper. Their interactions become richer. Their attention spans increase. Their conflicts decrease. Their curiosity flourishes.
The environment communicates expectations without a single word. It tells children:
“You are safe here.”
“You can explore freely.”
“You belong.”
“Your ideas matter.”
“You are capable.”
This is why the environment plays such a central role in Canadian early learning and why centres that invest in thoughtful design see significant improvements in children’s engagement and educator wellbeing.
One of the most important environmental shifts happening in Canadian early years settings is the move toward calmer, more neutral classrooms. Gone are the days of rainbow walls, busy posters, brightly coloured toys everywhere, and plastic dominating the shelves.
Educators are increasingly recognizing that overstimulation leads to dysregulation. When everything is loud, bright, or competing for attention, children struggle to focus. They bounce from activity to activity, unable to settle into deep play.
Calm does not mean boring. It means intentional. It means giving children the mental space to create, imagine, and explore.
Canadian educators are replacing primary-coloured chaos with:
And the results are profound.
Children who once wandered now stay engaged.
Children who struggled to regulate now find comfort in the space.
Children who were overstimulated now explore with confidence.
A calm classroom is not just easier for children, it is easier for educators too. Behavioural issues decrease when the environment supports regulation. Transitions go smoother. The day feels lighter.
Creating calm is one of the most powerful ways to improve quality in Canadian early years classrooms.
Canadian early learning is proudly play-based. But for play-based learning to work, the environment must support it. A classroom packed with plastic toys that do the same thing every day will limit play, not expand it. A room cluttered with too many choices creates confusion rather than creativity.
Play thrives when materials invite exploration.
When children can use them in many ways.
When the space is open enough for imagination but structured enough for independence.
This is where open-ended materials shine blocks, loose parts, scarves, baskets, natural items, light materials, fabrics, real household objects, and items that can transform under the child’s imagination.
When children choose materials, combine them, test ideas, and follow their own thinking, they develop critical thinking, creativity, confidence, and social skills.
Canadian centres that embrace open ended play see richer learning because they trust the child as a capable, competent learner and they design the space accordingly.
Many educators across Canada have discovered that the most liberating shift they can make is to remove unnecessary items from the room. Children do not need a crowded shelf to learn. In fact, the more clutter, the less exploration happens.
Decluttering is not about taking away it is about giving space.
Space to think.
Space to breathe.
Space to explore.
Space to notice details.
A decluttered environment helps children:
• stay focused longerTips educators often use include:
• rotating materials weeklyThe transformation that comes from decluttering is often immediate. Behaviour improves, children engage more deeply, and the overall energy shifts toward peace.
One of the most magical aspects of a well-designed environment is the invitation to play. These are intentional setups that draw children in and ignite exploration. They do not tell children what to do, they encourage them to wonder.
An invitation might be:
• a basket of pinecones beside empty jarsIn Canadian centres, educators are using invitations to play as a way to observe children’s interests, support inquiry projects, and deepen learning. They watch where children gravitate, what questions they ask, and how they use the materials.
Then educators extend the learning by adding new pieces, rearranging the space, or documenting children’s thinking.
Invitations to play are powerful because they respect children’s autonomy. The child is not being instructed; they are being inspired.
Children under five experience big emotions: joy, frustration, excitement, sadness, curiosity, confusion, fear, determination. A thoughtfully designed environment helps children process these emotions safely and constructively.
A cozy corner with soft pillows allows a child to retreat when overwhelmed.
A quiet nook with books allows a child to regulate through story.
A sensory area with calming materials supports children who seek tactile grounding.
A space with soft lighting and gentle textures helps children settle after transitions.
Canadian early years educators are increasingly designing spaces with emotional wellbeing in mind especially as behavioural needs rise post-pandemic. Children who experience overstimulation at home, rapid digital content, or constant noise often need classroom spaces that soothe the nervous system, not challenge it.
When the environment supports regulation, challenging behaviours decrease. Children learn to calm their bodies, identify their emotions, and return to play more quickly. Educators also experience less stress and more clarity.
A regulated environment creates regulated children.
Regulated children create calmer classrooms.
Calmer classrooms allow educators to teach, observe, connect, and enjoy their work.
One of the greatest gifts early years centres in Canada possess is access to rich natural environments. Whether it’s coastal beaches, vast prairies, mountain trails, forested parks, or urban green spaces, Canada’s landscape offers endless opportunities for outdoor learning. The environment as the third teacher becomes even more powerful when children interact with nature in the original classroom.
Outdoor play is not just “a break from inside.” It is a fundamental part of early learning. Children who explore outdoors develop stronger gross motor skills, deeper sensory awareness, enhanced creativity, and improved emotional regulation. Nature has a calming effect; it resets the nervous system. The wind, the sun, the crunch of leaves, the smell of rain, these experiences are irreplaceable.
Canadian early learning frameworks consistently highlight outdoor play as essential. Many centres now run forest programs, nature walks, or outdoor inquiry sessions where children lead the exploration. Educators step back and allow children to test ideas, climb logs, collect natural objects, observe insects, and take safe risks. The outdoor environment invites courage, resilience, and curiosity in ways the indoor classroom cannot.
Some of the richest learning often happens outside: children discovering a worm burrowed in the soil, noticing bird tracks in the snow, comparing rocks they found, or building forts from branches. These experiences spark conversations, questions, and connections to science, literacy, math, and social-emotional learning.
Canadian centres that embrace outdoor learning find that behaviour improves dramatically. Children who are restless indoors often thrive outside. They move more freely, negotiate social challenges more naturally, and express themselves with greater confidence.
Embracing nature is one of the most effective ways to enhance the role of the environment as the third teacher. The land itself teaches and in a country as diverse and beautiful as Canada, this is a teacher with infinite lessons.
Not all centres have the luxury of sprawling outdoor spaces, especially in dense urban areas. But even without direct access to forests or fields, educators can still bring nature indoors, allowing children to experience its calming, grounding presence.
Canadian classrooms increasingly include natural elements such as branches, stones, pinecones, shells, driftwood, leaves, dried flowers, and sand. These materials give children sensory experiences that plastic toys cannot replicate. They are textured, cold or warm to the touch, varied in shape, and beautifully imperfect. Nature invites children to explore with wonder.
Bringing nature indoors also creates a sense of connection to the land and seasons, an important aspect of Canadian early learning, especially with growing emphasis on Indigenous perspectives. A display of fall leaves can lead to conversations about local trees. A basket of rocks from a nearby lake can spark inquiry into geology. A collection of feathers can lead to discussions about birds and habitats.
Natural materials offer slow, thoughtful exploration. Children test how pinecones roll, build with driftwood, sort stones, or use leaves as stencils during art time. There is no “right way” to use natural materials, which aligns perfectly with the play-based and inquiry-led approaches embraced across the country.
Educational centres that incorporate nature indoors often notice an immediate shift in the room’s atmosphere. The space feels earthier, calmer, more grounded and children respond with deeper engagement.
Canada is one of the most culturally diverse countries in the world. Early years centres reflect this richness, with children coming from families representing hundreds of languages, traditions, and experiences. A truly effective environment as the third teacher must reflect the identities of the children who inhabit it.
A culturally responsive classroom tells every child, “This is a place where you belong.” It integrates representation not as decoration, but as connection. Photos of families are displayed with care. Books showcase a variety of skin tones, family structures, languages, and celebrations. Dramatic play materials reflect global traditions, foods, fabrics, cooking utensils, clothing pieces. Art areas include diverse tools, textures, and colours that allow children to express their identity.
Representation must be authentic, not tokenistic. For example, instead of only showcasing cultural holidays, centres might display traditional artifacts donated or loaned by families, include diverse musical instruments, or incorporate greeting words from the languages spoken in the classroom.
Cultural responsiveness also includes honouring Indigenous perspectives. Many Canadian early learning frameworks emphasize Indigenous knowledge as part of quality early education. Classrooms can integrate storytelling traditions, nature-based learning, land acknowledgements, Indigenous art forms, and community partnerships with Elders or cultural knowledge keepers.
A culturally responsive environment supports social-emotional development. Children see themselves reflected in the room. They see others represented as well. They learn to respect differences, celebrate similarities, and develop a sense of identity grounded in inclusion.
When the environment honours children’s backgrounds, it becomes a tool for connection. A teacher that communicates acceptance, safety, and pride.
Young children crave independence. They want to pour their own water, choose their own materials, put on their own jackets, arrange their own play, and solve challenges without constant adult intervention. The environment can either support or restrict this autonomy.
Canadian early years centres that view the environment as a third teacher design rooms that empower children. Shelves are open and accessible. Materials are placed at child height. Labels are visual and easy to understand. Items have designated spaces so children can return them independently. Transitions are smoother when children know where things belong.
This kind of environmental design fosters executive functioning: the mental skills that help with planning, decision-making, problem-solving, and self-regulation. When children make choices about their learning, they practice critical thinking. When they complete tasks independently, they build confidence and persistence.
Independence also significantly reduces behavioural conflicts. When children don’t rely on adults for every small step, they feel capable and calm. A child who can access paintbrushes themselves becomes more empowered. A child who can pour their own water feels trusted. A child who can choose their own quiet space learns to regulate emotions proactively.
Independence is not about educators stepping back, it is about environments stepping forward. The classroom becomes a guide, offering support through design rather than through constant verbal reminders.
A strong early learning environment is not just beautiful, it flows
The layout of the room supports the natural rhythm of the day, creating harmony rather than chaos. When educators design the classroom with intentional movement in mind, children navigate it with ease.
Thoughtful classroom layout considers the energy of each space. Quiet areas are placed away from active ones. Art spaces sit near sinks. Block areas are positioned where noise is welcome. Cozy nooks sit near natural light. Pathways are wide enough for movement but not so open that children run constantly. Materials are grouped by purpose rather than scattered randomly.
The layout also respects the social needs of children. Some children prefer playing alone in quiet spaces. Others need collaboration. A strong environment provides both small nooks for solitude and larger open areas for group play.
Many Canadian centres create “zones” within classrooms that mirror children’s developmental needs. A light and shadow area encourages scientific inquiry. A nature table invites observation. A dramatic play corner nurtures social negotiation. A construction zone supports spatial reasoning. A book corner fosters language development and emotional regulation.
The arrangement of space is not static. It shifts as children’s interests evolve. When educators observe children gravitating toward a particular material, they adjust the space accordingly. If children begin building elaborate block structures, the block area expands. If children show interest in water play, a sensory zone becomes more prominent.
The environment becomes a living, breathing presence adapting to children, supporting educators, and shaping the learning journey day by day.
In many Canadian early learning frameworks, documentation is more than a record, it is a form of communication. When documentation is displayed thoughtfully, it becomes part of the environment, helping children revisit learning, families understand the curriculum, and educators reflect on next steps.
Documentation should feel like storytelling. Photos of children exploring, quotes from conversations, sketches, children’s artwork, and observations can all be woven into beautiful visual narratives posted at child eye level. These displays communicate that children’s thinking is valued, their questions are meaningful, and their learning journeys are worth celebrating.
When documentation is intentional, it deepens inquiry. A child sees their photo from last week’s outdoor exploration and returns to the same question. A group notices their block structure display and decides to build again. Families pause, read, and feel connected to the program’s philosophy.
Documentation must feel natural, not overwhelming. It should enhance the room, not clutter it. The goal is to make learning visible in a way that respects children’s voices.
Inquiry is at the heart of Canadian early learning frameworks. Children are natural researchers constantly questioning, exploring, testing, and trying again. The environment becomes the third teacher when it encourages this curiosity and makes inquiry irresistible.
Inquiry-rich spaces don’t tell children what to think. They invite them to wonder. The materials, layout, and provocations are intentionally placed to stimulate questions rather than provide answers. For example, a tray of mysterious footprints found outside prompts children to think about animals, habitats, and patterns. A basket of magnets and metal objects invites experimentation without instructions. A group of seed pods next to magnifying glasses inspires children to investigate textures, shapes, and possibilities.
When environments support inquiry, educators shift their roles. Instead of being the source of information, they become facilitators listening, observing, documenting, and asking open-ended questions that deepen children’s thinking.
The environment also supports long-term investigations. If children begin exploring shadows, the space grows into a dedicated shadow area with lights, materials, and reflective surfaces. If children become fascinated with transportation, the room evolves with maps, wheels, ramps, and documentation of their discoveries. Inquiry becomes a partnership between children, educators, and the environment.
The beauty of inquiry-rich environments is that they honour children’s voices. They follow children’s interests rather than adult agendas. They allow learning to grow organically and meaningfully. In these spaces, the environment doesn’t just teach it listens.
One topic gaining increasing attention in the Canadian early years sector is educator wellbeing. Burnout is real. Staffing shortages are widespread. Expectations are high. And yet, educators show up every day with passion, patience, and deep commitment.
The environment also influences adult wellbeing. A chaotic, cluttered, loud room increases stress. A well-designed space supports mental clarity and emotional calm. When educators can easily find materials, move through routines, and rely on an organized environment, their day feels lighter and less draining.
Many educators report that after redesigning their space to be more intentional, their stress levels dropped significantly. Noise decreased. Behaviour improved. Children became more independent. And educators could focus on connection rather than constant crisis management.
The environment can also support educators through shared documentation spaces, comfortable staff areas, and opportunities to collaborate on room design. When educators feel ownership over the space, they feel more valued and invested in the program.
A supportive environment acknowledges that educators deserve beauty, order, and comfort just as much as children. When the physical space honours educators, the entire program flourishes.
For the environment to truly serve as the third teacher, leadership plays an essential role. Directors and supervisors set the tone by defining the centre’s philosophy, supporting educators in redesigning spaces, and investing in materials that reflect thoughtful, inquiry-driven practice.
Leaders who embrace the environment as a teacher understand that quality is not found in expensive toys or elaborate decorations. It is found in intentionality. It is found in respecting children’s competence. It is found in creating spaces that invite exploration rather than control.
Strong leaders also know that redesigning environments takes time, collaboration, and reflection. They create opportunities for educators to visit other centres, explore professional development, or engage in team meetings focused on room layout and environmental pedagogy. They encourage educators to try new ideas, observe children’s responses, and adjust as needed.
Leadership also involves listening. Educators know their children best. When leaders create space for educators to share observations, articulate challenges, and dream about possibilities, the environment becomes a living collaboration. It evolves organically, shaped by the entire team.
Finally, leaders support the environment by protecting planning time. When educators are rushed, they cannot design meaningful spaces. But when they have dedicated time to reflect, rearrange, and prepare, the environment becomes intentional rather than reactive.
In strong Canadian early years centres, leadership and environment work hand in hand. One supports the other.
A full redesign isn’t always necessary. Some of the most powerful transformations come from small, thoughtful adjustments. The environment doesn’t need to be fancy, it needs to be meaningful.
Educators across Canada often begin with something as simple as rearranging furniture to create calmer flow. Removing unnecessary items from shelves opens space for deeper play. Adding soft fabrics changes the mood instantly. Bringing in a few natural materials grounds the room. Creating a quiet corner supports emotional regulation. Lowering shelves empowers children to choose tools independently.
Lighting makes an enormous difference. Turning off bright fluorescent lights and using lamps, string lights, or natural light creates a softer, more welcoming atmosphere. The room speaks gently rather than loudly.
Documentation also enhances the environment. When children’s thoughts, questions, and creations are displayed with respect, they feel ownership over the space. Their work becomes part of the room, part of the story.
Outdoor spaces can be elevated by adding loose parts, natural elements, and materials that children can move freely. Even a small outdoor area can become a rich classroom through intentional design.
The key is not perfection. It is a reflection. Educators who ask themselves, “What is the room teaching right now?” gain insight into what needs to shift.
The environment is always speaking. It tells children what is possible. When educators tune in, even subtle changes create profound impact.
At the heart of the environment as the third teacher is relationship. The physical space is not separate from the emotional climate, the two shape each other. A beautiful room alone cannot create belonging. But an intentional environment supports the relationships that do.
Canadian early years centres place strong emphasis on belonging to one of the four foundations of early learning in Ontario, and a key principle in every provincial framework. Belonging grows when children see themselves reflected in the physical environment. When their art, their ideas, their photos, their languages, and their cultural heritage are present, the room becomes a living mirror.
Belonging grows when educators share the space with children rather than control it. When children help design areas, choose materials, or contribute to displays, the power dynamic shifts. The environment becomes a community rather than a setting.
Belonging grows when the room supports equity. When every child, regardless of language, ability, or background, can navigate the space independently, it communicates respect.
And belonging grows when the environment supports warm relationships, cozy corners for conversations, open spaces for group play, materials that foster collaboration, and spaces that honour solitude.
The soul of the classroom is not found in its materials but in the way it holds children.
As Canada continues expanding its early learning system, the environment’s role will only grow more important. New centres are opening, regulations are shifting, and expectations for quality are rising. In a system under transformation, the environment becomes a stable anchor, a dependable teacher that supports children regardless of location, curriculum, or staffing changes.
The future of Canadian early learning environments will likely emphasize:
This future is already emerging across the country. Educators are moving away from prescriptive teaching and embracing facilitation. Centres are minimizing plastic toys and investing in natural materials. Outdoor programs are flourishing in cities and rural areas alike. The shift is not trendy it is grounded in developmental science, child psychology, and respect for children’s capabilities
The environment is no longer treated as an afterthought. It is recognized as an active participant in learning.
When we view the environment as the third teacher, we treat the classroom with reverence. It becomes a partner, a guide, a source of inspiration. It teaches without speaking, responds without reacting, and shapes learning without instruction.
Children deserve spaces that honour who they are.
Educators deserve environments that support their practice.
Families deserve classrooms that reflect respect, intention, and joy.
In Canada’s early years sector, the environment is not merely a backdrop. It is a reflection of our values, a mirror of what we believe childhood should look like.
A well-designed environment tells a child:
“I trust you.”
“I see you.”
“You belong here.”
“You are capable.”
“This world is yours to explore.”
And in return, children show us what they are capable of. They explore deeply, play creatively, connect meaningfully, and learn joyfully.
The environment shapes them
and they, in turn, shape the environment.
This is the dance of early learning.
This is the heart of the third teacher.
And this is the future of early years education in Canada.