Effects of a redesigned classroom on play behaviour among preschool children

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.

KEYWORDS:

• Preschool
• physical environment
• free play
• play behaviour
• children

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Corrigendum

Acknowlegment

This article is dedicated to the memory of B. Ali Köprübaşı.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dilek Acer is an associate professor for preschool education at Ankara University, Faculty of Educational Sciences, Ankara, Turkey. Her current research themes are learning environments in early childhood, art and design education for children and creativity.

Göksu Gözen is an assistant professor at Mimar Sinan Fine Arts University, Faculty of Science and Literature, stanbul, Turkey. Her research interests cover measuring design skills of young children, childrens interests and research methods.

Zehra Saadet Fırat is a research assistant at Atatürk University, Department of Preschool Education, Erzurum, Turkey. Hatice Kefeli is a lecturer at Gaziosmanpaa University, Pazar Vocational School, Department of Child Development,Tokat, Turkey.

Büşra Aslan is a preschool teacher at Evrensel College, Ankara, Turkey.