Setting Up My Playful Classroom

I love setting up a playful classroom. This school year brings a new adventure: I’ve moved into a new school, and I’ll be teaching a Grade 1/2 combination class. My journey with playful learning began in Kindergarten, grew deeper in Grade 1, and now continues in this multi-age setting.

The photos you’ll see here show how I envision the classroom at the very start of the year. Of course, the setup is only the beginning. Once I meet the children and learn about their interests, strengths, and needs, the space will shift and adapt. A truly playful classroom honours the children who live and learn in it.

First Impressions of the Space

The classroom I’ve been assigned is a beautiful, large space with lots of natural light and an open layout. I feel fortunate to work in such an inviting room, and I want to design it to feel like a second home—for me and for my students. Research tells us that when classrooms feel comfortable, safe, and thoughtfully designed, children are more likely to engage deeply in learning (Wein, 2008).

For me, that means creating a space that is both home-like and playful. Natural light, multiple learning invitations, and carefully chosen materials help children feel a sense of wonder in the classroom.

Beautiful Spaces in a Playful Classroom

One of my goals is to fill the classroom with objects and materials that spark curiosity and wonder. Some will be used directly in learning invitations, while others will serve as display pieces to inspire conversation and imagination. I also pay attention to how the room feels. For example, I avoid using the tops of lockers and shelves for storage. A clutter-free space communicates to children that their learning is valued and that the classroom is designed with intention.

Researchers in learning environments often emphasize the “aesthetic dimension” of classrooms—spaces that are visually appealing and thoughtfully organized encourage children to take pride in their learning (Gandini, 2012).

The top three pictures are displays that are located on top of the locker area. The second row are taken from a shelf that is located by the entrance door.

Starting Simple: Limiting Materials

In the first two weeks of school, my focus is on building a classroom community and establishing routines. This is where the “less is more” philosophy becomes important. I deliberately limit the materials available at the start of the year. This helps children learn how to use and care for the materials without feeling overwhelmed by too many choices.

Gradually, as routines are established and trust grows, I introduce more materials to support deeper play and learning. Limiting materials at first not only supports classroom management but also creates anticipation and excitement when new items are introduced.

Content Displays with Purpose

I believe that classroom walls should work with students, not just decorate the space. That’s why I begin the year with displays that connect to concepts students may already know from the previous grade. These displays act as scaffolds and will be added to, adapted, or removed as the year goes on.

For example, my Path of Motion Alphabet is posted on the lockers at the start of the year. This gives students a scaffold as they practice letter formation. However, once I see that most children are proficient, the display will be removed to make space for new learning concepts.

Rotating displays like this keeps the classroom fresh and ensures that wall space is always purposeful. It also shows students that learning is dynamic—our classroom grows and changes right alongside them.

Final Thoughts

Setting up a playful classroom is always an exciting process. Each year, I start with a vision, but the real magic happens once the children arrive. By thoughtfully designing the space, limiting materials at first, and using displays with intention, I create a classroom that is both beautiful and functional.

Most importantly, I design a space that reflects my belief that play is central to learning. Play helps children build social skills, explore big ideas, and engage joyfully with the curriculum. My hope is that as students walk into our classroom each day, they feel like they are stepping into a place where curiosity, creativity, and community thrive.