I help kindergarten teachers and institutions look at their classroom spaces with fresh, informed eyes.
My work begins by carefully observing and analysing real, lived-in kindergarten rooms and continues through thoughtful, pedagogically grounded recommendations that support children’s well-being and strengthen teachers’ confidence in their everyday practice.
Every classroom is unique. That’s why my work always begins with understanding your space, your group of children, and your daily reality.
Rather than offering ready-made solutions, I guide teachers and teams through a process of seeing their environment more clearly and intentionally.
You collect photographs of your classroom following my guidance, including overview and elevation images that help reveal how the space functions in practice.
Together, we work with simple lists that clarify furniture, materials, routines, storage, and spatial constraints.
I analyse your classroom using my experience as a kindergarten teacher, combined with insights from interior design and environmental psychology.
You receive clear, realistic recommendations tailored to your actual classroom — supporting both pedagogical intention and everyday usability.
This is a more extensive, collaborative project intended for kindergarten institutions.
The work takes place on site and involves close cooperation with teaching staff and management. It includes analysing the existing classroom, developing recommendations together, and overseeing implementation upon approval. Multiple meetings ensure shared understanding and collective ownership of the changes.
This type of project demonstrates how a thoughtfully arranged physical environment can support teaching, reduce overwhelm, and positively affect both children and educators.
This form of guidance is offered to practicing kindergarten teachers working directly with children in groups.
We look at your classroom together and explore how the space supports — or hinders — your daily work. I share everything I know about intentional classroom arrangement and help you translate observations into practical changes.
This service is offered free of charge as a professional contribution to the field. In return, I ask for honest reflection after the process and, when possible, follow-up on how the changes affected your classroom.
You do not have to do this alone.
All my tools and resources grow out of real classroom experience.
They begin as responses to everyday needs observed while working with children and colleagues. Over time, some of these solutions evolve into resources that can support other teachers in understanding space, materials, and play more deeply.
This pilot project was implemented in a small kindergarten under the Buda Hills in 2023.
Working closely with the teaching staff, we rearranged the classroom to create a calm, orderly environment that supported teaching and enhanced children’s daily experiences.
This project demonstrates how thoughtful classroom arrangement can make a real difference — improving workflow for teachers while fostering a nurturing space for children.
Designed to address excessive plastic cup use in one of my earliest classrooms, this simple tool emerged directly from observing children’s needs.
Careful observation remains the key: children often show us what they need through how they use — or struggle with — the environment around them.
A plain, downsized wooden hanger became a meaningful classroom resource through children’s own exploration.
Without direct instruction, children began sorting, hanging, and caring for their belongings — demonstrating how thoughtful, simple design can support independence.
The Wooden Pool helps contain loose materials during table work, reducing frustration and supporting sustained engagement.
While some learning comes from objects falling and being retrieved, there is also value in designing environments that allow children to focus without unnecessary obstacles.
Wooden letters were introduced into a group of very young children to explore whether tactile experiences could make abstract concepts more accessible.
Although later reflection showed that such tools are not always necessary, the process itself was valuable — both for the children and for my own professional learning.
If you would like support in understanding and rearranging your kindergarten classroom, I’d be happy to hear from you.
