Effects of a Redesigned Classroom on Play Behaviour among Preschool Children

Autor/inn/en	Acer, Dilek; Gözen, Göksu; Firat, Zehra Saadet; Kefeli, Hatice; Aslan, Büsra
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01