So if we don’t plan adult-led, detailed lessons, what do we do instead? How do we “teach” young children?

We shouldn’t control young children or force them to follow a fixed agenda. But there is something we can guide intentionally—the environment we create. Whether at home or in the classroom, this space becomes a powerful teaching tool.

In alternative pedagogies such as Reggio Emilia, Montessori, and play-based learning, the environment is seen as an active participant in the learning process—shaping experiences, offering choices, and nurturing independence.

Reggio Emilia: The Environment as the Third Teacher

In the Reggio Emilia approach, the environment is seen as a “third teacher” (alongside parents and educators). It is:

Intentionally designed around children’s evolving interests and inquiries
Continuously reimagined through observation and dialogue
A space that invites wonder, supports relationships, and reflects the identity of the learning community

This flexible and responsive approach places deep trust in children’s abilities and highlights the educator’s role in co-creating an environment that encourages exploration, collaboration, and expression.

Montessori: The Prepared Environment

In Montessori settings, the “prepared environment” is:

Carefully organized and ordered
Encourages independence, concentration, and self-directed exploration
Designed to align with the child's developmental stage

Each material and activity is intentional, supporting the child’s natural curiosity and drive to learn. Children are free to choose their work within a space tailored to foster autonomy and intrinsic motivation.

Play-Based Learning: The Flexible, Child-Centered Environment

In play-based learning:

The environment is intentionally created for open-ended play
It is flexible, evolving, and responsive to children's interests
It offers rich, varied materials and uninterrupted time for child-led exploration

Here, the space invites children to take initiative, follow their curiosity, and make choices that shape their play. It’s a setting where creativity and decision-making are constantly at work.

When We Let Go of the Plan, We Tune Into the Space

Letting go of rigid, adult-directed lesson plans opens the door to a different kind of teaching—one rooted in responsiveness, intentionality, and trust

We begin to ask ourselves:

Is this space truly child-centered?
Does it invite curiosity, wonder, and exploration?
Does it reflect children’s current abilities and interests?
Does it support their agency, autonomy, and choice?
Is it both aesthetically pleasing and functional?
Does it reflect our family’s or classroom’s culture and personality?

What We Can Learn From These Approaches

Across these pedagogies, we find shared values grounded in developmental science and educational research:

Trust in the child’s competence
Deep respect for autonomy and agency
Thoughtful, intentional design
Flexibility to evolve with the child
A belief that environment shapes learning and behavior

A thoughtfully prepared environment supports the child’s needs and natural rhythms, encourages initiative, allows for an emergent curriculum, and offers freedom within structure—enabling real-time responsiveness to interests and creating a safe space for self-expression and exploration.

A Shift in Mindset for Parents, Educators, and Program Designers

Whether you're an educator, a parent, or designing your own early childhood program, there's so much to learn from these philosophies. You don’t have to adopt them fully—just take what aligns with your values and context to create an environment that truly supports whole-child learning.

Let’s move beyond controlling children with fixed lesson plans. Instead, let’s begin by creating developmentally appropriate, child-centered environments that respect children, inspire curiosity, and invite meaningful learning.

If We're Not Planning Adult-Led Lessons, What Do We Do Instead?