Effects of a redesigned classroom on play behaviour among preschool children

Acer, Dilek; Gözen, Göksu; Firat, Zehra Saadet; Kefeli, Hatice; Aslan, Büşra

doi:10.1080/03004430.2015.1136999

Cited by 14 publications

(13 citation statements)

References 18 publications

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“…The more mobility license the children have to explore and play, the more likely they will actualise affordances in their surroundings. In line with this, research has shown that environments with a multitude of accessible play materials and opportunities to use them seem to stimulate creativity and enhance play among children (Acer et al 2016;Jansson 2015;Nicholson 1972;Nykiforuk et al 2019;Torrens and Griffin 2013).…”

Section: Children's Play In Indoor Environmentsmentioning

confidence: 92%

“…There is quite a large amount of research on how children play in outdoor environments, while how children play in ECEC indoor environments is more scarcely studied. Acer et al (2016) conducted an observational study on how children utilise indoor environments (5-year-old nursery school children's classrooms). The results showed that in an originally designed classroom, children engaged most in dramatic play and manipulative play.…”

Section: Children's Play In Indoor Environmentsmentioning

confidence: 99%

“…A number of studies have shown how the play environment is important for children's play, what they prefer to play and the opportunities they have to engage in different kinds of play (see e.g. Acer et al 2016;Neill 1982;Nykiforuk et al 2019;Zamani 2016).…”

Section: Introductionmentioning

confidence: 99%

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The relationship between indoor environments and children’s play – confined spaces and materials

2021

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Section: Children's Play In Indoor Environmentsmentioning

confidence: 92%

Section: Children's Play In Indoor Environmentsmentioning

confidence: 99%

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The relationship between indoor environments and children’s play – confined spaces and materials

2021

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“…To measure which places the children used, place categories were developed, which were based on categories used in previous research (Acer et al 2016) and discussions within the project group and constant dialogue with the data. The categories had to be quite broad in order to be used in all eight institutions with substantially different indoor environments.…”

Section: Methodsmentioning

confidence: 99%

The physical indoor environment in ECEC settings: children’s well-being and physical activity

Sando

2019

European Early Childhood Education Research Journal

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The physical environment in Early Childhood and Care (ECEC) settings is believed to be important for children's play and development. In this study, the influence of the physical indoor environment in ECEC settings on children's well-being and physical activity was explored. The data were obtained from video observations of the free play of 80 children in eight ECEC institutions. Multilevel regression analysis indicated that children's well-being was positively associated with the use of rooms for physical activity and negatively associated with the use of high tables. Children's physical activity was strongly positively associated with the use of rooms for physical activity and tumbling zones. Furthermore, open floor space and cubbies were positively associated with physical activity, whereas tables were negatively associated with children's physical activity. These results indicate that physical environments supportive of physical active play are beneficial and that dominating the indoor space with tables should be avoided.

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“…Children's peer culture holds the kind of silent knowledge that we need to build a totally different kind of qualitative education. Practitioners need effective and innovative approaches to pedagogy (Acer, Gözen, Fırat, Kefeli, & Aslan, 2016;Singer, 2015;Vogt, Hauser, Stebler, Rechsteiner, & Urech, 2018).…”

Section: Definitionsmentioning

confidence: 99%

Participation in play activities in the children’s peer culture

Köngäs¹,

Määttä

Uusiautti

2021

Early Child Development and Care

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This research describes the rules and ways of forming playgroups in the children's peer culture. The data were obtained through observation by videoing children's activities in various play situations. The data were analysed through ethnographic thick description by using microanalysis and participation framework. The analysis was focused on who could participate in play and what kind of behaviours inhibit participation. In addition, children's actions in order to get in play activities were observed as a part of the children's peer culture. To become included, four various methods were noticed: (1) Prowling the play activities; (2) Nonverbal communication; (3) Abstaining from critiquing; and (4) Showing enthusiasm and worming one's way to play with a toy. Furthermore, tattlers, emotionally incompetent, or dominating children were not accepted in play activities. This research provides information and increases understanding about children's behaviours and how to guide their emotional skills development.

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Effects of a redesigned classroom on play behaviour among preschool children

Cited by 14 publications

References 18 publications

The relationship between indoor environments and children’s play – confined spaces and materials

The relationship between indoor environments and children’s play – confined spaces and materials

The physical indoor environment in ECEC settings: children’s well-being and physical activity

Participation in play activities in the children’s peer culture

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