The Effects of Classroom Spatial Organisation on Four- and Five-year-old Children's Learning

Bibliographic Data

ID5265177
AuthorsB CHRIS NASH (Institute for Christian Studies, corresponding author)
Year1981
Volume51
Issue2
Pages144-155
Publication date1981-06-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1981.tb02468.x
OpenAlexW1979409484
LanguageEN
Citations received4

In a three-year cumulative study, children's learning in 19 randomly arranged classrooms (R) was compared with that in 19 classrooms (S) in which space was deliberately arranged to promote learning. Time scheduling, equipment, materials and teacher-child communication patterns were similar for all classrooms. Over 250 four-year-olds and 250 five-year-olds were observed in each setting (N = 1072). Creative productivity and skills, generalisation of number concepts, variety of oral language use and utilisation of listening and pre-reading materials were significantly better for both four-year-old and five-year-old children in the (S) classrooms

Active listening · Developmental psychology · Linguistics · Listening comprehension · Mathematics education · Pedagogy · Reading (process) · Communication · Early Childhood Education and Development · Education and Technology Integration · Educational Environments and Student Outcomes · Psychology

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