Effects of Preschool Environments on Nonverbal Social Behavior: Toddlers' Interpersonal Distances to Teachers and Classmates Change With Environmental Density, Classroom Design, and Parent–Child Interactions

Abstract

Toddlers' interpersonal spacing patterns were studied in environments of different density and design. Results showed that an apparently spacious (74 m2) classroom may produce behavioral changes reminiscent of crowding in young children. When more space (864 m2) was available: (1) children increased interpersonal distances overall; (2) children aggregated more with classmates and teachers, fragmenting into subgroups which were separated from the class overall. With visual dividers added to the classroom to facilitate subgrouping, toddlers formed larger subgroups with teachers. Parent/child behavior during separation also affected distances: longer hand-holding and verbalization were found in children who stayed further from others.