Effects of a redesigned classroom on play behaviour among preschool children

Abstract

ABSTRACTCurrent 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.