Whose space is it anyway? Learning about space to make space to learn

Abstract

The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children's views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre's Triad model. This includes the perceived, conceived and lived spaces, including the added dimension of time interpreted through an educational lens. The data demonstrates the value of children's renegotiation of functional space through visual narratives. Deeper understanding of the uniqueness of individual children's experiences offers opportunities to re-examine the space in alternate ways, which Lefebvre's model has facilitated. Whilst recognising that the school space needs to be functional, the negotiation of space with children can be approached creatively and still support unique yet diverse pathways to learning. (146 words)

The lived experiences of school lunch: an empathy-based study with children in Sweden

“…The theme presented here also indicates that the lived experiences of school lunch often deal with exposure. In a study by Kellock and Sexton (2018), the lived experiences of classroom space dealt with ownership, having a sense of belonging and feeling safe which has a great social and emotional attachment, similar to results in the present study.…”

“…For example, Matthews and Tucker (2007) draw on Lefebvre's notions of 'everyday life' and 'lived space' in order to highlight teenagers' lived experiences in rural communities, and to challenge representations of 'the rural idyll'. Kellock and Sexton (2018), used Lefebvre's triad the perceived, conceived and lived space and the concept of time to allow understanding of primary school classroom space from children's perspectives. Furthermore, Kullman and Palludan (2011) employed Lefebvre's writings on rhythmanalysis when exploring different temporalities of children's everyday agencies.…”

“…The results showed that time is an important factor to take in consideration when trying to understand the flow of a school lunch situation. Time, which is closely related to, and conceptualized in space, has a continual influence on the overall experience and defines a series of boundaries (Kellock and Sexton 2018). It has been stated that the rhythms in the lived space sometimes clash with the rhythms of the conceived space, i.e.…”

‘There is no better way to study science than to collect and analyse data in your own yard’: outdoor classrooms and primary school children in Bangladesh

“…The outdoor environment of primary schools, although a sizeable element of the primary school premises, is often ignored in school-design, as it is not typically used for formal instruction (Armitage & Burke, 2005;Kasali & Dogan, 2010). Indeed, the design of school grounds and its potential impact on children's learning has not attracted the same level of interest as the design and space within classrooms (Armitage & Burke, 2005;Barrett, Davies, Zhang, & Barrett, 2015;Kellock & Sexton, 2017). Despite this, a growing body of research has associated spending time in the outdoor environment with attention restoration, recovery from stress, informal learning through play, improved physical activity and improved academic attainment (Chawla, Keena, Pevec, & Stanley, 2014;Mårtensson et al, 2014;O'Brien, 2009;O'Brien, Murray, Liz, & Richard, 2007;Ward Thompson & Aspinall, 2011).…”

Children’s well-being in the primary school: A capability approach and community psychology perspective

“…The methods involved were equal in both settings and deliberately chosen to engage the children in a number of different developmental activities to enable their stories to be told (Kellock and Sexton, 2017;Kellock 2011). The activities were carried out in groups of three to enable the children an opportunity to be heard.…”