Spatial influences on socialization in preschool classrooms

Abstract

Understanding the influences of the physical environment on social interaction of preschool children is essential for creating classroom environments that provide for social development. This research hypothesizes that providing an "Intimate Space" within the preschool classroom can lead to decreased classroom interruptions and contribute to sustaining longer attention spans, which eventually improve the quality and duration of social interactions between children. The study proceeds into performing a quasi-experiment within a preschool classroom to evaluate the physical attributes of its environment. It also evaluates child behavior through observation before and after introducing the "Intimate Space" as a new activity center. Results of the experiment are analyzed to prove the hypothesis and conclude modifications to the classroom layout and design.