A Space Apart: Enabling the Creation of a Withdrawal Space in the Preschool

Autor/in	Lynch, Lisa
Titel	A Space Apart: Enabling the Creation of a Withdrawal Space in the Preschool
Quelle	In: SAGE Open, 7 (2017) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016684538
Schlagwörter	Preschool Education; Preschool Children; Foreign Countries; Withdrawal (Psychology); Peer Relationship; Educational Environment; Space Utilization; Montessori Schools; Classroom Environment; Playgrounds; Time; Teacher Role; Student Needs; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Ausland; Rückzugsverhalten; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Raumnutzung; Montessori-Schule; Klassenklima; Unterrichtsklima; Playground; Spielplatz; Zeit; Lehrerrolle; Schweden
Abstract	This article examines how the preschool child is enabled to withdraw from the peer group and create a private, individual space within the institutional collective. The question under consideration is, "What factors are necessary to enable a child to create and maintain a withdrawal space in the preschool?" Data were collected through ethnographic fieldwork at two Montessori schools in the south of Sweden. Analysis of the results reveals that a child is enabled through a combination of two elements: a level of opportunity to create a space and a level of defense of a created space. These two factors are dependent on the teachers' ability to correctly identify space creation, alongside their desire for the child's space creation effort to be successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01