“More room for learning”: Early Childhood Educators’ reflections on their classroom environment

Early childhood educators’ (ECE) relationship to and needs in regard to classroom space have, for the most part, been overlooked or disregarded. This study xamines how classroom space impacts educators’ view of themselves and considers the role that auspice plays in ECEs’ experiences in those spaces. Using self- determination theory and feminist ethics of care, this study draws upon the reflections of seven Ontario ECEs in non-profit and for-profit child care to consider how their workspace impacts their sense of self. Using photo-elicitation methodologies, this study found that ECEs viewed themselves more positively when their space had elements that promoted relationships, autonomy and decision-making abilities, and opportunities to demonstrate competency and skills. Additionally, non-profit child care was found to be a more supportive auspice compared to for-profit child care. The recent pandemic, COVID-19 was also shown to have an effect on the findings.