Organization of Children's Classroom Space and Associated Beliefs

This article derives from a qualitative research, with a Biographical-Narrative methodology, carried out in order to know and analyze the conceptions around the spatial organization of a children classroom of twenty (20) teachers in the province of Alicante, Spain, through semi-structured interviews. Although the physical transformations that the classroom has undergone have not been excessive, when we speak in terms of organization, endowment, and internal distribution, it is possible to find significant and ostensible changes. It was found that the conceptions of the school space and the space organization of the faculty classroom are conceived under a constructivist approach, which justifies their reasoning regarding the organization of their classrooms by learning corners, as well as the difficulties they encounter, foreseen solutions, and the arguments to periodically reorganize said spaces.