When discussing how the environment influences child development, it is worth referring to Ana Monbiedro Lozano’s paper,“Environments and Development During Childhood: Neuroarchitecture and Perception in Childhood”(Tarbiya. Journal of Educational Research and Innovation, №47, 2019), which explores how physical space affects brain development from the prenatal period through the school years. The author draws on the theory of embodied cognition, research on mirror neurons, and James Gibson’s theory of affordances.

The central idea is simple:

During childhood, the brain is in a state of remarkable neuroplasticity — its ability to reorganize and adapt in response to experience.

It is during this period that:

• Body sensory maps are formed, as the brain learns where different body parts are, how they move, and how they interact with the surrounding environment through touch, movement, and bodily sensations.
• Spatial perception develops, enabling children to understand distance, scale, direction, and the relationships between objects in space.
• Mechanisms of emotional regulation emerge, as interactions with the environment teach children how to calm themselves, cope with stress, and regulate their emotional states.
• Fundamental associations between “space = safety” and “space = stress” are established.
• New neural connections are created at an extraordinary pace.

A child’s brain is constantly being “calibrated” by its surroundings. As a result, noise is not simply noise — it becomes a source of cognitive load. Likewise, visually chaotic environments can increase anxiety, while environments that are clear, predictable, and well-balanced support self-regulation. At the same time, tactile experiences play a direct role in the development of the sensorimotor system.

The sensory qualities of an environment are not merely decorative features but active design variables through which space shapes children’s attention, emotions, and behaviour. Lighting, air quality, acoustics, colour, tactile experiences, and biophilic elements interact with one another, producing a cumulative effect on wellbeing. When these parameters are intentionally integrated, environments can reduce stress, improve concentration, and create safer, more supportive settings for learning and play.

Researchers Sandra and Matthew Blakeslee describe the concept of embodied cognition, arguing that we understand space through movement, touch, body position, and scale rather than through vision alone. This principle is particularly important for children. Crawling, climbing, balancing, and interacting with different materials contribute to the development of the sensorimotor system, coordination, spatial cognition, and body awareness.

Neurosurgeon Wilder Penfield demonstrated through his studies of the sensorimotor cortex that the hands, lips, and tongue occupy disproportionately large areas of the brain, represented by the well-known sensory homunculus. His findings help explain why tactile interaction, movement, and bodily engagement with the environment are fundamental for children’s cognitive and neurological development.

In educational settings, space can be understood as an active participant in the learning process rather than simply a physical container.

Architecture shapes behavioural patterns, regulates sensory stimulation, supports attention, encourages social interaction, and fosters feelings of safety, belonging, and autonomy. In this sense, the environment becomes the “third teacher,” alongside educators and the curriculum.

This concept closely aligns with the Reggio Emilia approach, developed in the Italian city of Reggio Emilia after the Second World War by educator Loris Malaguzzi.

The central idea of the approach is that children are active explorers who learn through interaction:

• with their environment,
• with other children,
• with adults,
• and with materials and space.

Contemporary research in neuroarchitecture and environmental psychology increasingly supports this perspective by demonstrating that the built environment directly influences cognitive, emotional, and learning processes.

One of the most influential studies in this field is the HEAD (Holistic Evidence and Design) Project, led by Peter Barrett at the University of Salford.

The researchers evaluated:

• 27 schools
• 153 classrooms
• 3,766 students

They examined how the following environmental factors influenced educational outcomes:

• lighting,
• indoor air quality,
• thermal comfort,
• acoustics,
• visual complexity,
• and spatial flexibility.

The study demonstrated that thoughtfully designed learning environments can significantly improve pupils’ academic performance, highlighting the measurable impact of architectural design on educational outcomes.

The three most influential factors were:

• naturalness of the environment;
• individualization;
• balanced stimulation.

The study’s main conclusion is that what matters is not the “type” of space, but the specific characteristics of the environment.

1. Light and Naturalness

Daylight helps regulate circadian rhythms, supports attention, and reduces stress levels.

For this reason, children’s environments should prioritize:

• large windows;
• soft natural daylight;
• warm artificial lighting (around 3000K);
• good indoor air quality and ventilation;
• visual access to nature.

Even a view of plants has been shown to help reduce heart rate and cortisol levels.

2. Color and Visual Load

One of the most common mistakes in children’s environments is sensory overload. Bright colors, an excessive number of objects, visual clutter, and chaotic layouts quickly exhaust a child’s attention.

Research suggests that both visually chaotic and overly sterile environments can negatively affect perception. The key is to achieve the right balance.

A well-balanced environment typically includes:

• around 70% of the space in a calm, neutral color palette;
• 2–3 accent colors;
• a limited number of toys and materials on open display;
• a clear and easily understandable visual organization.

Soft pastel tones, warm grays, and muted natural colors tend to work best. They reduce visual overstimulation, allowing children to stay focused for longer and experience less mental fatigue.
Brighter accent colors can be introduced through furniture, toys, and movable elements rather than through the overall interior palette.

3. Acoustics

Noise is another environmental factor that can negatively affect children. High noise levels are common — not only during school breaks, but also in classrooms during lessons and in any play environment.
Excessive noise increases cognitive load, makes speech more difficult to understand, contributes to mental fatigue, and can increase the likelihood of conflicts. Children with autism, ADHD, or sensory sensitivities are particularly vulnerable to noisy environments.

For this reason, children’s spaces benefit from the use of acoustic ceilings, carpets, felt wall panels, sound-absorbing textiles, and thoughtful zoning that separates quiet and active areas.

4. Tactility and Materials

Children explore the world through their bodies. Therefore, environments should incorporate a variety of tactile experiences, including wood, cork, textiles, soft surfaces, and materials with different textures.
Tactile diversity supports sensory integration, fine motor development, and body awareness, making it an essential component of child-centered design.

Examples of tactile elements in children’s interiors

• A basket filled with felt vegetables, soft fabric blocks, and sensory bags containing beans or buckwheat.
• Wool “pebble” poufs and modular rugs with different pile heights.
• Small wooden play elements, such as platforms or balance boards with natural textures, providing a warm and pleasant tactile experience.

5. Spaces Should Be Easy to Understand

For a child, the environment is a continuous system of signals that must be interpreted. When a space is chaotic, visually overloaded, unpredictable, or lacks clear orientation cues, the brain has to spend more resources processing the surroundings. This increases anxiety, contributes to fatigue, and can lead to sensory overload.

Well-designed environments, by contrast, provide:

• clear spatial zoning;
• color-coded landmarks and intuitive wayfinding;
• smooth transitions between different activities and settings.

Such environments make it easier for children to understand where they are, what they are expected to do, and what will happen next.

6. Spaces Should “Invite” Action

James J. Gibson’s theory of affordances suggests that the environment should intuitively communicate how it can be used.

For example:

• an alcove invites a child to hide or retreat;
• a soft rug invites them to sit down;
• a small hill invites them to climb;
• a wide pathway encourages movement.

This is especially important for children, whose self-regulation skills are still developing. A well-designed environment naturally guides behavior and reduces the need for constant adult instructions.

7. Play, Movement, and Safe Risk

Children benefit from environments that include:

• climbing structures;
• balance elements;
• gentle changes in elevation;
• tunnels;
• hammocks;
• opportunities for free movement.

Managed or “safe” risk plays an important role in child development. It supports the development of the vestibular system, improves coordination, builds confidence, and strengthens body awareness — all while allowing children to explore within a safe and carefully designed environment.

8. Restoration Spaces

Not every child thrives in a constantly stimulating environment. This is especially true for introverted children, as well as children with autism, ADHD, or sensory sensitivities.

For this reason, children’s environments should include:

• quiet corners;
• sensory cocoons;
• soft playhouses or hideaways;
• opportunities for privacy and retreat.

Having a place to pause and recharge helps reduce sensory overload and lowers the likelihood of emotional meltdowns.

9. Biophilia

Biophilic design is one of the most powerful principles of neuroarchitecture.
Plants, natural materials, water, and organic forms help:

• reduce stress;
• restore directed attention;
• create environments that feel more alive and welcoming.

Beneficial biophilic elements include:

• indoor plants;
• wooden surfaces;
• natural textures;
• views of nature;
• large-scale nature imagery.

The goal is not simply to add greenery, but to integrate nature into the everyday experience of the space.

10. Flexibility and Choice

Clearly defined activity zones — such as spaces for movement, quiet retreat, and creativity — support children’s self-regulation by allowing them to choose the level of stimulation they need.

For example:
A. Movement Zone (Soft Play)
Soft play equipment, climbing elements, and impact-absorbing flooring.
B. Quiet Retreat
A sensory cocoon or a small playhouse with cushions.
C. Creative Zone
Tables, a wipe-clean marker wall, or a roll of drawing paper.
D. Storage
Closed storage boxes with pictograms. Ideally, no more than 20% of toys should remain on open display to minimize visual clutter.

Flexible design features that can be especially valuable include:

• furniture on casters;
• movable modular elements;
• transformable spaces;
• textile partitions;
• a variety of seating options.

A well-designed environment should support multiple patterns of behavior and different ways of engaging with the space, rather than imposing a single way of using it.

What can be improved without major renovation?

Even small changes can make a significant difference to the quality of children’s environments:

• reduce visual clutter by organizing posters, artwork, and displays;
• replace open shelving with closed storage where possible;
• introduce softer or adjustable lighting;
• create a quiet retreat or calming corner;
• incorporate indoor plants;
• separate active and quiet zones;
• use natural materials whenever possible;
• provide clear and intuitive wayfinding;
• introduce flexible furniture or furniture on casters (such as tables, chairs, and poufs);
• add area rugs to improve both comfort and acoustics.

Example: Transforming a Classroom (AI-generated image)

Before:
Visual clutter created by patterned flooring, numerous posters, and open storage distracts attention. The lack of clear zoning and flexible furniture makes it difficult to adapt the classroom to different learning activities.
After:

• Clear spatial zoning and movable furniture make it easier to navigate the space and quickly transition between individual and group work. A soft, nature-inspired color palette reduces visual load and supports sensory balance. Warm wooden elements, rugs, and indoor plants create biophilic opportunities for restoration, improve acoustics, and enhance the overall sense of comfort and safety.

Example: Transforming a Summer Camp Hall (AI-generated image)

Before:
Bright wall graphics and highly contrasting flooring create visual clutter, increasing sensory load. The saturated color palette, limited wayfinding, and absence of comfortable seating make the space feel less welcoming and more difficult for children to interpret and navigate.
After:

• Calm, nature-inspired colors and a minimalist visual environment help maintain sensory balance and reduce mental fatigue. Clear wayfinding, wooden elements, indoor plants, and a comfortable seating area create a greater sense of safety, comfort, and emotional well-being.

Key Takeaway

A children’s environment is much more than an interior.

It is a setting that:

• shapes the developing nervous system;
• influences patterns of behavior;
• supports attention;
• helps children regulate their emotional and sensory states.

Neuroarchitecture is therefore not simply about making children’s spaces look attractive. It is about creating environments where children feel safe, curious, and supported as they explore, learn, and grow.

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