Literaturnachweis - Detailanzeige
Autor/inn/en | Acer, Dilek; Gözen, Göksu; Firat, Zehra Saadet; Kefeli, Hatice; Aslan, Büsra |
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Titel | Effects of a Redesigned Classroom on Play Behaviour among Preschool Children |
Quelle | In: Early Child Development and Care, 186 (2016) 12, S.1907-1925 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2015.1136999 |
Schlagwörter | Play; Student Behavior; Observation; Classroom Environment; Classroom Design; Child Development; Student Interests; Student Needs; Foreign Countries; Early Childhood Education; Child Behavior; Preschool Children; Nursery Schools; Qualitative Research; Turkey (Ankara) Spiel; Student behaviour; Schülerverhalten; Beobachtung; Klassenklima; Unterrichtsklima; Klassenraumgestaltung; Kindesentwicklung; Studieninteresse; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Nursery school; Kindertagesstätte; Kindergarten; Qualitative Forschung |
Abstract | Current research exists regarding the play behaviour of students in various settings and with varying abilities. Regardless, there needs to be improved understanding of how students' play behaviour is affected when their classroom environment is significantly redesigned. This study examined, over a 21-week period between December 2013 and May 2014, the play behaviour among five-year-old children attending a nursery school from the perspective of how their play behaviour is affected by the classroom environment. Data were collected through observations of students' play behaviour before and after an extensive classroom redesign. Analysis of the observation data determined that manipulative play behaviours were the lengthiest and along with dramatic play appeared to be the most preferred. The research findings suggested that positive changes occurred in children's play behaviour following the classroom redesign. The findings also reinforced the idea that redesign of a classroom environment is likely to contribute to children's psychosocial and psychomotor development, as long as the play settings are designed to meet children's needs and interests. Proper redesign of the classroom environment can support students through their developmental stages and aid them in better reaching their potential. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |