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In Early Childhood Education (ECE) stage there are different models of classroom organization and different teaching methodologies. The scientific literature highlights from no planning models to more organized styles. The relationship analysis between these two assumptions is a key. To investigate this starting point, it is proposed an investigation based on the opinion of 1350 teachers of the ECE stage in Spain. To do this, we present a study which is supported by the quantitative approach and it has an exploratory and correlational intention. A designed questionnaire ad hoc has been used to access to the conceptions and practices of the teaching staff, in order to determine the existing relationships between the aspects linked to the classroom organization, teaching methodologies and the interactions set up in the classroom between the pupils of this educational stage. The conclusions invite us to reflect on the importance of using a wide variety of teaching resources to be able to energize the infant classroom. Only then, it is seem to be possible to bet on a favourable attitude towards the transformation of teaching and learning models in ECE.