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In this research paper, which makes use of Bernstein’s sociological theory, we seek to detect the formation and implementation of rules for the use of kindergarten classroom space. The research was conducted with Greek kindergarten teachers and its main findings revealed that the teachers specified visible regulative and instructional rules for the pedagogical use of the corners in kindergarten classrooms. The kindergarten teachers place great weight on the regulative rules since the kindergarten pupils’ understanding of them contributes to the implementation of the instructional rules, which concern the use of the classroom corners. For the application of these rules in the interactive framework of the kindergartens, the teachers mostly chose behaviorist theories of instruction (strong framing). However, the ultimate goal of the kindergarten teachers, provided that the infants understand the recognition rules, is for the pupils to be able to act independently for the implementation of the realization rules regarding the acceptable ways of working in the school space (weak framing).

A Sociological Approach to the Determination and Implementation of Rules for the Pedagogical Use of Kindergarten Classroom Space