The Environment as the Third Teacher: Biophilic Design in Early Childhood Education
In the shade of a blossom tree, a toddler sleeps peacefully, curled up cosily beneath it, undisturbed by the gentle sounds of the nursery around them. Another child stretches on tiptoe to stroke the soft petals of a trailing plant suspended above them—an instinctive reach for something beautiful and tactile. A group of preschoolers huddle around a nature table, trailing their fingers across smooth pebbles, pinecones, dried flowers and shells. Babies practice yoga stretches on soft mats beneath a hanging mobile made of dried wildflowers and fruits. Story time takes place each day in front of a living wall: fresh, green, and constantly evolving.
These are not scenes from an enchanted woodland—they are everyday moments at KatieB Kids, where biophilic design is a central part of our pedagogy and ‘roomscaping’. They also contribute to what we’ve seen to be fact: children thrive in environments that connect them to nature, even if this is an indoor space that mimics nature.[1]
Why Biophilic Design Matters
The concept of biophilic design—bringing natural elements into built environments—isn’t new, but in Early Years settings, it remains underused and under-researched. While outdoor play has long been associated with improvements in physical and emotional wellbeing, a growing body of research suggests that indoor environments rich in natural materials, textures, and patterns can offer many of the same benefits as time spent outside[2]. This is particularly relevant in modern urban contexts, where access to nature may be limited for many families.
· A study of 4–5-year-olds showed that having plants on desks significantly increased children’s visual attention in a lab setting—demonstrating that indoor greenery boosts focus.[3]
· Classrooms equipped with potted plants and green walls helped children score better on attention tests and created more inviting learning environments over time.
· Moreover, studies have shown that even views of green indoors lower stress levels and foster positive mood, supporting relaxation and mental wellbeing.
· Broader reviews confirm that indoor plants contribute to psychological recovery, reduce anxiety, enhance cognitive function, and improve air quality.[4]
Children are innately drawn to the natural world. Nature captivates their curiosity, engages their senses, and fosters calm. But when time outside is restricted—by extreme weathers, living situations or logistics—it becomes essential that we bring nature in.
Biophilic Design in Practice at KatieB Kids
At KatieB Kids, we take an immersive approach to biophilic design, using natural, sustainable materials not only for their aesthetics, but for their sensory and emotional impact. Our environment is filled with elements such as:
· Natural cork, bark and moss installations that invite touch
· Trailing greenery as part of a ‘living wall’.
· Branches salvaged from storm-damaged trees, repurposed into a life-sized blossom tree, the internal structure engineered by a local blacksmith to give the strength of a real tree.
· Hand-dyed fabrics coloured using red onion skins, pinecones, and beetroot, creating soft and earthy tones
· Natural wooden mushrooms and other ‘found’ objects that promote open-ended, imaginative play.
· Stained-glass windows (a feature of the original chapel that the nursery has occupied) welcome in natural daylight.
· Child-led nature-themed projects, sculptures and artworks line the walls.
We have found that children feel more grounded in these spaces. For children with additional needs, in particular, natural textures and colours offer a calming effect and support emotional regulation. Sleep improves at nap time—helped by the gentle birdsong layered into our white noise machines. Children have improved nature-connectedness (a distinct goal of early childhood education[5]). They stay engaged longer during activities, and the materials spark conversation, creativity, and awe. A wooden mushroom isn’t just a toy—it’s a fairy stool, a microphone, a tree stump in a miniature forest.
Even the acoustics benefit, as many of our natural materials absorb sound rather than amplify it, contributing to a more peaceful atmosphere.
Furniture That Supports the Vision
Our rooms are ‘scaped’ using Community Playthings furniture, selected not only for its durability and child-led design, but also for its tactile, wooden composition that complements our natural installations. These pieces serve as natural analogues—man-made objects that echo the forms, textures, and rhythms of nature. The combination of Community Playthings’ designs with our living, evolving biophilic elements creates a cohesive, nurturing space that feels ‘alive’.
Rooted in Reggio Emilia
Our favouring of biophilic design is a natural progression of our Reggio Emilia-inspired pedagogy. As Loris Malaguzzi, founder of the Reggio approach, wrote: “The environment is the third teacher.” Nature, in this view, is not just something we visit—it is something we live with and learn from.
Through our Forest School programme and biophilic spaces, we foster in children a respect for the environment, an understanding of the seasons, and a sense of time’s passage—growth, decay, and renewal. A wilting flower or falling leaf is not seen as a mess to be tidied away but a learning opportunity, part of a cycle to be observed and understood.
Biophilic Design in a Changing World
In today’s society, many children are growing up without access to gardens or nearby green spaces. We know that children in urban areas and from low socio-economic backgrounds spend less time in gardens and nature[6]. For them, a connection to the natural world may depend entirely on what we choose to bring into the environments they inhabit.
Biophilic design isn’t about recreating a rainforest indoors. It’s about making small, intentional choices that invite nature into everyday spaces. Here are some simple ways other Early Years settings—and families at home—can begin:
· Create a nature table with seasonal ‘found’ items—pinecones, feathers, shells
· Use natural fabrics such as wool, linen, or unbleached cotton for tablecloths and draping.
· Grow something green, whether it’s a wall-hung herb garden or just a single pot of basil on a windowsill.
· Incorporate sound—a small speaker playing gentle birdsong or woodland sounds can transform a room’s atmosphere.
· Display real plants at child-height so little hands can touch, observe, and care for them.
Bringing the outside in is not a trend or a fad—it’s a return to what children have always known: that nature is where we feel safe, curious, and alive.
Within Let’s Nurture Futures™, environments are viewed not as neutral backdrops but as active participants in children’s learning, wellbeing and sense of belonging. At KatieB Kids, biophilic design is not simply an aesthetic choice; it is a deliberate pedagogical approach that honours the rhythms of childhood, strengthens children’s connection to the natural world, and creates spaces where curiosity, wellbeing and learning can flourish.
[1] Franco LS, Shanahan DF, Fuller RA. A Review of the Benefits of Nature Experiences: More Than Meets the Eye. Int J Environ Res Public Health. 2017 Aug 1;14(8):864. doi: 10.3390/ijerph14080864. PMID: 28763021; PMCID: PMC5580568.
[2] Moghaddami, H.J. (2019) Re-Thinking biophilic design patterns in preschool environments for Children - ProQuest. https://www.proquest.com/openview/a93ea8cccfbd1de77f3adab6edbc94ce/1?pq-origsite=gscholar&cbl=2026366&diss=y.
[3] Fadda, Roberta & Congiu, Sara & Roeyers, Herbert & Striano, Tricia. (2023). Elements of Biophilic Design Increase Visual Attention in Preschoolers. Buildings. 13. 1160. 10.3390/buildings13051160.
[4] Wikipedia contributors (2025) Houseplant. https://en.wikipedia.org/wiki/Houseplant.
[5] Barrable, A. and University of Dundee, Scotland (2019) The case for nature connectedness as a distinct goal of early childhood education, The International Journal of Early Childhood Environmental Education, p. 59. https://files.eric.ed.gov/fulltext/EJ1225651.pdf.
[6] The RSA (2025) Playful Green Planet - the RSA. https://www.thersa.org/design-for-life-our-mission/capabilities-for-life/playful-green-planet/.