Abstract
This article explores the classroom environment as a "third teacher," arguing that intentional design should extend beyond simple furniture organization to actively support children's relationships, curiosity, and learning. It emphasizes a responsive approach in which teachers move away from a one-and-done, adult-centered layout toward environments that evolve based on observations of children's emerging interests and needs. This piece offers actionable insights for low-barrier environmental adaptation, emphasizing that the most effective learning spaces are never truly "finished" but are subject to ongoing, intentional revision to better meet the needs of the children they serve.
Recommended Citation
Bingam, Lydia J. and Ota, Carrie L.
(2026)
"Beyond the Room Arrangement: Using the Environment as a Responsive Teaching Tool,"
Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators: Vol. 2:
Iss.
3, Article 1.
Available at:
https://repository.lsu.edu/spark/vol2/iss3/1
Included in
Early Childhood Education Commons, Elementary Education Commons, Teacher Education and Professional Development Commons