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The effects of spatial definition on...

Zimmons, Jennifer Kathryn.

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The effects of spatial definition on preschool prosocial interaction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of spatial definition on preschool prosocial interaction./
作者:	Zimmons, Jennifer Kathryn.
面頁冊數:	227 p.
附註:	Chairperson: JoAnn Shroyer.
Contained By:	Dissertation Abstracts International58-06A.
標題:	Architecture. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9736898
ISBN:	0591469073

The effects of spatial definition on preschool prosocial interaction.
Zimmons, Jennifer Kathryn.

The effects of spatial definition on preschool prosocial interaction. - 227 p.

Chairperson: JoAnn Shroyer.

Thesis (Ph.D.)--Texas Tech University, 1997.

Over the past thirty years, nationwide, the number of child-care facilities and the number of children attending these facilities have grown dramatically. The trend has prompted researchers to explore the role of the built environment in early childhood education and to examine its influence on young children's behaviors. An area of considerable interest has been how the built environment can serve as an agent in young children's social development. The focus of this research study was to determine how three varying degrees of spatial definition (non-defined, moderately-defined, well-defined) affected children's social behaviors in the classroom.

ISBN: 0591469073Subjects--Topical Terms:

523581
Architecture.

The effects of spatial definition on preschool prosocial interaction.
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245 1 0 $a The effects of spatial definition on preschool prosocial interaction.
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520 $a Over the past thirty years, nationwide, the number of child-care facilities and the number of children attending these facilities have grown dramatically. The trend has prompted researchers to explore the role of the built environment in early childhood education and to examine its influence on young children's behaviors. An area of considerable interest has been how the built environment can serve as an agent in young children's social development. The focus of this research study was to determine how three varying degrees of spatial definition (non-defined, moderately-defined, well-defined) affected children's social behaviors in the classroom.
520 $a Subjects included a class of two and three-year-old preschoolers attending the child care facility at Texas Tech University, Lubbock, Texas. Assessments of the built environment were made using the Early Childhood Physical Environment Observation Schedules and Rating Scales (Moore, 1994), a set of instruments especially suited to Child Behavior Scale, an instrument designed to assess young children's social behaviors (Ladd & Profilet, 1996). Multivariate analysis of variance and contrast analysis statistically assessed how subjects responded to the varying degrees of spatial definition created by modifying the arrangement of furnishings. Findings indicated that significant differences in the degree and type of social interaction occurred at each treatment level. Additionally, the location of play behaviors was significantly affected by the spatial configurations of activity areas. Results will be used to understand how spatially defined areas affect children's social behavior, and further, how elements of interior design can be used to enhance children's social development.
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