This study aims to explore preschool teachers' perspectives on the physical learning environment in preschools and its significance for children's participation and learning. Through qualitative interviews with preschool teachers, we investigated how they interpret the concept of participation in relation to the design of the physical environment to promote children's learning. We also examined how preschool teachers integrate children's perspectives and needs into the environmental design, as well as their fundamental views on the learning environment and its impact on children's learning. The study employed inductive thematic analysis to process the interview data, and theoretical frameworks such as the sociocultural perspective, including concepts like the Zone of Proximal Development (ZPD) and scaffolding (support), as well as a holistic perspective, to analyze the results.

The results highlight the importance of creating a holistic, inclusive, and stimulating learning environment that fosters children's participation and learning. By adapting the environment to meet children's needs and integrating their perspectives into the environmental design, a dynamic and adaptable environment is created where children are given the opportunity to be active participants in their own learning.

This study contributes to a deeper understanding of how preschool teachers work to create beneficial learning environments for children's development and learning. By applying theoretical perspectives such as the sociocultural and holistic, and using concepts like ZPD and scaffolding, our study provides new insights into how preschool teachers can support children's learning through environmental design.

Practically, the results can be utilized by preschool teachers and professionals in the education sector to design more effective and inclusive learning environments for children. By integrating children's perspectives and needs and promoting team coherence in environmental design, preschools can create a stimulating environment that optimally fosters children's participation and learning.