Designing environments for agency, play and belonging
Nanjing International School, China
Why this project mattered
Nanjing International School wanted its Early Years environments to better reflect how young children learn through play, exploration and social interaction. While teaching practice was progressive and values-led, the physical spaces were holding some of that ambition back.
The school asked NoTosh to help redesign environments that would genuinely support autonomy, curiosity and collaboration for its youngest learners.
Challenge and context: progressive pedagogy constrained by space
Traditional, boxed classrooms were reinforcing more teacher-led routines, despite staff aspirations for play-based and inquiry-led learning. Visibility between spaces was limited, transitions were tightly controlled and opportunities for spontaneous collaboration were constrained.
Leaders recognised that without changes to the physical environment, it would be difficult for Early Years practice to evolve consistently across the school.
Insight and approach: supporting autonomy through spatial design
We explored how children moved, chose and interacted throughout the day, focusing on moments where learning felt most natural and self-directed. This revealed the importance of openness, visibility and varied spatial experiences in supporting young learners.
- Children develop confidence when they can choose where and how to learn
- Small, defined spaces support focus, imagination and security
- Visual connection encourages collaboration and shared play
- Indoor–outdoor flow strengthens wellbeing and exploration
These insights shaped an approach that replaced rigid classrooms with interconnected environments designed around children’s developmental needs.
By focusing on behaviour and experience, the design supported pedagogy rather than dictating it.
See more of the Early Years space
Play VideoPush boundaries before you draw them
Before we ask what space people want, we ask how far they want to go with their learning and teaching.
Co-design and engagement: working alongside Early Years educators
We worked closely with Early Years teachers and leaders to understand daily routines, constraints and aspirations. Through workshops and prototyping, staff explored how new spatial arrangements could support play, independence and collaboration. This collaborative process helped build confidence, ensuring educators felt supported in using the redesigned environments in flexible and creative ways.
Outcomes and impact: environments that enable confident, curious learners
The redesigned Early Years spaces transformed how learning unfolded across the programme. This enabled:
- Children to move more independently and confidently between activities.
- Teachers to support play-based learning with greater ease and flexibility.
- Learning experiences that feel calmer, more connected and child-led.
- Stronger alignment between Early Years pedagogy and physical environment.
Nanjing International School now has Early Years environments that actively support curiosity, wellbeing and agency, laying a strong foundation for lifelong learning.
The open ‘yangtai’ provides an open space with clear visibility for teachers, but nonetheless a degree or personal, quiet working space; no more boxed classrooms - youngsters get organised in the morning and enjoy some circle time in their ‘campfire’
