joy

At the 2026 ECE-RJ Conference in Philadelphia, we spent time unpacking the idea of the classroom as the “Third Teacher.” The classroom environment should be functional, beautiful, and reflective of children’s learning, their relationships, and what is valued in that space (Robins & Kowit, 2026). As Lois Malaguzzi reminds us, “The environment should act as an aquarium which reflects the ideas, ethics, attitudes, and culture of the people who live in it” (as cited in Robins & Kowit, 2026).

Your classroom tells the story of what is happening within its walls. It reflects the learning taking place, the relationships forming, the questions being asked, and the Jewish experience unfolding. This is sacred work and the classroom serves as its home base.

Even on days when it feels like you are simply moving through routines, it is important to remember, that this is the work of early childhood. Even when it feels mundane, this is sacred work. The way you welcome children into the classroom, how you sit with their big feelings, and the care you show each day, shapes how children experience belonging and joy in learning. Your classroom doesn’t just support learning, it communicates to children that they matter and that they belong.

Of course, life in the classroom can feel overwhelming. There are many daily tasks to manage: submitting attendance, coordinating hand-washing routines, and updating families with photos and messages. In the midst of these responsibilities, it can feel difficult to think about how to elevate the classroom experience. The good news is that small, thoughtful shifts can make a meaningful difference. Below are a few practical ideas to get started.

Opportunities to Try One Small, Realistic Shift (You don’t need a full classroom makeover. Start with one doable change.)

Create a cozy or calming corner
Soft seating, a rug, a breathing chart, and simple sensory tools can support regulation and help children feel safe and grounded.

Reflect children and families at eye level
Display family photos, children’s work, and documentation of learning where children can easily see and access them. This quietly communicates: You belong here.

Bring Jewish life into everyday spaces
Place ritual objects, Hebrew labels, and holiday materials throughout the classroom so Judaism is lived and not just taught (Robins & Kowit, 2025).

Warm up the entryway
Think about how children and families feel when they first enter the classroom. A greeting sign, family message board, or child-created artwork can create an immediate sense of welcome.

Anchor Your Space in Jewish Values (Choosing one Jewish value to guide classroom design can help keep environmental changes focused and meaningful.)

Kavod (Respect)
Materials are placed at child height, routines are clear and consistent, and classroom displays reflect the identities of children and their families.

Hachnasat Orchim (Welcoming Guests)
The entryway is inviting, lighting is soft, cozy furniture is available, and plants or flowers bring warmth to the space. Teachers greet children with warmth, a favorite book may be displayed, and children see themselves reflected through photos, dolls, and their work.

Kehilla (Community)
Group projects and shared learning are visible on the walls. Materials reflect children’s interests, collaborative opportunities are present, and families are invited to participate in classroom life. The larger school community is also represented.

Simcha (Joy)
Music is incorporated when appropriate, sensory experiences are available, playful provocations invite exploration, Shabbat is elevated as a special weekly moment, and celebrations bring energy and delight throughout the year.

Reflecting on these values helps distinguish intention from decoration and clarifies the messages the environment sends to both children and families (Robins & Kowit, 2025).

Why Do These Changes Support Joyful Learning?

When classrooms are intentionally designed, clearly reflect their purpose, and are grounded in Jewish values, children are more likely to feel seen, safe, and connected. Thoughtful environmental choices support regulation, strengthen relationships, and invite curiosity and play (Robins & Kowit, 2025). Developmentally appropriate, child-centered environments also support children’s social-emotional growth and engagement (NAEYC, 2009).

You are doing deeply meaningful, heart-centered work, let your space reflect that care. Rather than feeling overwhelmed by the sacredness of your role, allow it to guide you. One small, intentional change at a time is more than enough.

By Jessica Robins & Lori Kowit
Jessica Robins – Director of Early Childhood Excellence, Jewish Education Center (JEC), jrobins@jecc.org
Lori Kowit – Early Childhood Education Consultant & Professional Development Specialist, JEC & Action for Children (Central Ohio), lkowit@jecc.org

References:

Malaguzzi, L. (n.d.). The environment as the third teacher. (Reggio Emilia approach).

National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8: A position statement of the National Association for the Education of Young Children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf

Robins, J., & Kowit, L. (2025). Sacred spaces in the Jewish early childhood classroom: Intentional design for connection, community, and growth [Professional development presentation]. Jewish Education Center of Cleveland & ECE-RJ.