The educational role of the space is unquestionable, and in the Reggio approach it is recognized as the third educator. In this paper, spatial planning is observed through the prism of the National Curriculum for Early and Preschool Education (2015), the Curriculum for Inclusion (2003) and the Curriculum for Nurseries (2005) and the Curriculum for Kindergartens (2006). The role of educators, but also children in the active design of space is being considered. Today, children are participants in the entire educational process and as such they should be encouraged to express their opinions, and we as adults who work and live with them, we need to respect those opinions. Today, children are increasingly oriented towards spending time indoors - both in the family and in the institutional environment. Urbanization and the numerous dangers to which children are exposed have reduced the available spaces but also the time that children spend outside, which becomes an additional challenge for educators. The second part of the paper consists of researching the attitudes of educators related to the arrangement of the living room in the kindergarten. Through it, we tried to get an insight into the attitudes and thoughts of educators about the environment of the kindergarten and their view of the room in which they work in an educational institution. One part of the research is dedicated to the living rooms of respondents who in practice are often in a situation where they should try to overcome inappropriate spatial and material conditions and within the existing conditions create an environment suitable for play and learning of early and preschool children. The various study programs at the faculties that educate bachelors and masters of early and preschool education do not provide everyone with the acquisition of all the necessary knowledge, abilities, and skills for this task. The research also pointed out the different attitudes of the respondents regarding the material environment in educational institutions.