A comparative analysis of interior design in various kindergartens in Poland and Europe revealed a considerable degree of diversity in approach. Kindergartens situated in close proximity, representing the same community and following the same core curriculum, can exhibit significant differences in their interior design. I am not solely referring to kindergartens whose appearance is the consequence of a conceptual or methodological approach, such as those based on the Montessori, Reggio Emilia, or Waldorf methodologies, which I will address subsequently. Consequently, I align with Bruner and Vygotsky in the view that the educational environment is a source of children's experiences and reconstructions. In other words, it is the environment that contains the potential to foster subjectivity, which is the source of experience and reconstruction. An important aspect of this is the physical environment in which children can touch, see and hear. Thinking is nested in the field of perception.

Upon commencing my duties at a kindergarten, I observed that the physical environment was not conducive to the harmonious development of the children in my care. The classrooms are characterised by a plethora of colour and an abundance of toys and teaching aids. However, they lack the delineation of themed corners or sections that could facilitate more focused learning. The information displayed above the children's sight, along with some of the play and development objects, may not be optimally accessible. Additionally, the toys may not align with the diverse needs, interests, and abilities of the children. Some of the toys are inaccessible, situated too high, obstructed by furniture, or positioned in a way that impedes their use.

Still puzzled as to why the nursery classrooms looked the way they did, I observed the children's behaviour with the staff and developed a remedial plan. AR has not only given me results about what works positively for the development of creativity and the potential for free play in the room, but more importantly it has made the staff more aware of the appearance and organisation of the room. Elements are changed and improved according to the AR cycles.

Quoting NHSA (National Head Start Associacion) : ‘Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that are dedicated to helping improve student learning and teaching effectiveness.’ The principal objective of action research in education is to identify particular challenges within the classroom setting and to develop practical solutions based on evidence-based practices. The incorporation of action research enables educators to enhance their pedagogical practices on an ongoing basis. It facilitates enhanced student engagement, retention and overall achievement. Action research serves to bridge the gap between theory and practice, providing a foundation for educational decisions based on real-world experiences. The collection and analysis of data enables educators to make evidence-based decisions, which in turn facilitates the implementation of more effective teaching strategies and the achievement of improved learning outcomes. The National Head Start Association lists the following as steps for action research: Identify a topic Develop a plan Collect data Analyze and interpret data Carry out an action plan to improve your practice. The selected theme was subsequently applied to the physical space of the kindergarten, beginning with the therapy room and extending to the classro The selected equipment items were as follows: a nature corner, an art corner, a train set, soft toy animals, vehicles, building blocks (classified by type), jigsaw puzzles, cooking equipment, books, and dolls. The teacher was responsible for indicating which items were utilised by the children during unstructured play daily. Qualitative data comprised participatory observations, open-ended survey responses with children and photographic documentation. Prior approval was obtained from parents and management. Data was obtained and stored in accordance with the nursery school's regulations and the IOD inspector's guidelines. The data was subjected to analysis by a team comprising the head teacher, two teachers and two teaching assistants

The action plan included the following elements - The creation of clearly delineated areas: - An artistic/creative area close to the desks with a variety of easily accessible materials; - An accessible area for puzzles and brainteasers, involving the removal of doors and a reduction in the number of pieces to enable children to use them independently; - A home/role play area characterised by a reduction in the number of plastic accessories in favour of fewer, higher quality and more attractive ones. There was also a noticeable change in the attitudes of the staff. Adults tend to pay more attention to children's behaviour and take a more analytical approach to understanding the impact of space and objects on their development. They try to change the environment. Unused toys are either removed or replaced. The flexibility of action research allows researchers to adapt their analysis to their specific needs and to implement practical changes at an individual level. Rather than proposing complex, long-term solutions based on extensive data, action research provides an immediate and practical way of tackling persistent problems. Done correctly, action research can be a highly empowering tool, facilitating social change and enabling participants to make a meaningful difference in their communities.

Bradbury, H. and Reason, P. (2001) The Practice of Co-Operative Inquiry: Research “with” Rather Than “on” People. In: Reason, P. and Bradbury, H., Eds., Handbook of Action Research, Sage, London. Johnson, A.P. (2012) A Short Guide to Action Research. 4th Edition, Pearson Edu- cation, Nairobi. Oranga, J. and Gisore, B. (2023) Action Research in Education. Open Access Library Journal, 10: e10306. Pine, G. J. (2008). Teacher action research: building knowledge democracies. Sage Publications. Wygotski L.S. (1989), Myślenie i mowa. Tłum. E. Flesznerowa, J. Fleszner. Warszawa, PWN. Wygotski L.S. (2002), Wybrane prace psychologiczne. T. 2: Dzieciństwo i dorastanie. A. Brzezińska, M. Marchow (red.). Poznań, Zysk i S-ka. https://nhsa.org/ https://www.vsointernational.org/sites/default/files/2020-04/vso-cambodia-action-research-guidebook-english.pdf