"The school is a place where children 'learn' norms, values, and meanings, and are brought up into the society and culture. This aspect of the school, often referred to as the hidden curriculum (Tsuneyoshi 1992), is a function of the whole setting. Children experience culture as represented by and embodied in the surrounding environment. The physical environment is one of the fundamental artifacts involved in children's socio-cultural development (Minoura 1990). It is a material expression of concepts and values education is based upon. It frames people's actions and relations. Space is not merely a tool for educational activities but is a part of pedagogic practice (Kirkeby 1999). Teachers sometimes actually use the expression "the building tells children..." acknowledging the symbolic role of the physical environment. The present paper discusses what and how the physical environment 'tells' children in school situations. How the building/space carries meanings, what kinds of messages they carry, and how communication via space works in cultural contexts are analyzed."