Literaturnachweis - Detailanzeige
| Autor/in | Bika, Anastasia |
|---|---|
| Titel | A System for the Expansion and Development of School into a Space of Constructive Engagement for Childhood Age Categories. |
| Quelle | (1997), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Age Differences; Classroom Design; Classroom Environment; Cooperative Planning; Early Childhood Education; Foreign Countries; Group Activities; Student Participation; Young Children; Greece |
| Abstract | A study observing children's participation in designing their own classroom space was based on the following framework: (1) creation of the environment and conditions necessary to enable children to express themselves constructively in a climate of acceptance; (2) support of children's need to prove and confirm their own abilities; (3) strengthening of the dynamics of the relations which develop among children of various ages when they cooperate in groups with a common goal and vision; and (4) establishment of the perspective needed by children so that they can obtain an integrated aesthetic perception and approach, through individual and group experiences, of a substantial intervention to shape, organize, and manage their own space. Children ages 3 through 5 attending 20 kindergarten and day care centers in Greece were observed as they played a "puzzle game" involving geometric shapes that represented their classroom. Findings included: (1) younger children tended to follow their own separate planning activities, while older children participated more in group planning; (2) space transformation and creation of multiple alternative solutions were usually first achieved by some of the children before becoming a kind of conquest by the whole group; (3) time spent completing a task varied from group to group and was dependent on the interest the activity presented for the children; (4) children in both free and participatory activities arranged or rearranged space according to their personal needs and aesthetic preferences; these preferences were expressed as pleasure in what they had achieved; and (5) a variety of forms of cooperation and mutual help were observed among children. (Includes a brief description of a planned follow-up study. Contains approximately 30 references.) (EV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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