For Preschool Classroom Design, Less Is More 

As preschool teachers, we often feel pressure to fill every space—with colorful charts, posters, calendars, labels, furniture, rugs, and other displays. The intention is to make the classroom welcoming and rich with learning opportunities. In my experience, sometimes our effort is a bit overwhelming. Young children are still developing the ability to filter out distractions and focus their attention. The more information we display, the more stimuli they receive, and the less they’re able to focus on and take advantage of the resources. 

Throughout my many years as a preschool teacher and pedagogical adviser supporting teachers in their practice, I have come to appreciate that less is more.

So, what does this mean? Should we avoid color and visual displays altogether? No, thoughtfully designed classrooms do not need to be empty. By carefully selecting what is displayed and giving visual elements space to breathe, we can create environments that are welcoming but also calmer and more respectful of children’s developmental needs.

The challenge is to create a thoughtfully designed classroom that promotes and supports the timely development of children’s creativity, curiosity, and thinking—and at the same time makes children’s learning visible within the environment.

Designing for children and with children  

Visual resources help children make sense of their learning experiences, revisit ideas, communicate their thinking, and develop a greater awareness of themselves and their progress. One main aspect to consider is the purpose of a display. Is the visual resource being used solely to decorate, or does it have an educational purpose? How much of the classroom space should be dedicated to decorative elements?

Often, classroom displays are designed entirely by adults and then presented to children. While these displays may be attractive, they sometimes miss an important opportunity: involving children in the process of creating them and deciding what should be displayed. Children should participate in the creation of classroom displays whenever possible. Depending on their age, they may contribute ideas, select images, choose work samples, dictate captions or labels, make decisions about layout and aesthetics, or even create the display themselves with the teacher’s guidance. For younger children who are not yet writing independently or are not ready to organize information visually, the teacher may take a more active role. Even then, displays should reflect the children’s voices, questions, experiences, and thinking. 

Making displays work for children

Meaningful displays are not necessarily elaborate ones. The most effective resources are those that children can easily understand and access (those at eye level). A visual support should serve a purpose within children’s daily experiences and help them focus their attention on what they are working on at the moment. It shouldn’t be there just to exist on the wall. Commercially produced posters or materials created solely by the teacher are often not as effective as materials that children have contributed to, such as a chart created together during a discussion, a collection of student hypotheses, or pictures documenting a recent class investigation. Visual prompts that help children solve problems independently are also valuable. The goal is to provide children with resources that help them think and that make their thinking visible.

Designing spaces that help children focus

If displays are intended to support learning, children need to be able to find and use them. When every surface competes for attention, important information can easily become lost. This is why intentionally empty spaces are not wasted spaces. Empty spaces are valuable because they create visual balance, helping meaningful resources to stand out and reducing unnecessary competition for children’s attention.

Teachers should consider: Are the visual resources timely and connected to the current learning? Is there space dedicated to what children actually use? Do the colors, materials, and layout support clarity and focus? Each display should serve a clear purpose. Does the display belong in a permanent location, or should it change as projects evolve? Not every resource needs to remain on display permanently. Many materials, such as charts, can be put aside once they are no longer being used. Some resources are even more effective when introduced during a lesson and then put away until they are relevant again. Thinking about what should be permanent and what should be temporary will ensure that information is up-to-date, and will produce thoughtfully designed displays that invite interaction.

Using Color Strategically

Color is a powerful form of communication within the classroom environment, and it should be used strategically. When bright colors are used intentionally, they provide visual cues that support children’s understanding. Devote bright colors to highlighting important information, supporting organization, and defining areas. Leave other areas—walls, floors, shelves—in calmer colors, such as pastel shades.

An inviting classroom is one that helps children stay calm and focused, and one that uses displays and visual resources to direct and sustain their attention. Children need environments that offer stimulation and create opportunities for deep engagement, supporting their curiosity without overwhelming it. In my experience, the most effective environments are the ones that embrace simplicity and common sense.