Premium
THE EFFECTS OF CLASSROOM SPATIAL ORGANISATION ON FOUR‐ AND FIVE‐YEAR‐OLD CHILDREN'S LEARNING
Author(s) -
NASH B. C.
Publication year - 1981
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1981.tb02468.x
Subject(s) - active listening , psychology , mathematics education , listening comprehension , reading (process) , developmental psychology , pedagogy , linguistics , communication , philosophy
S ummary . 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.