PRESCHOOL DESIGN AND CHILD BEHAVIOUR

Abstract

Twenty established children were observed in each of 3 nursery schools and 2 day nurseries. Two pairs of nursery schools and day nurseries were matched for building design. Twenty newly arrived children were also observed in each nursery school. Child behavior was analyzed in relation to building design; playroom openness appeared the most important building factor. Children in the more open units spent less time on school-oriented activities and received fewer staff contacts, but more time moving around, doing nothing, and in aggression and active play. Social interaction was little related to building design, but was affected by the amount of nursery experience. The findings are discussed in relation to staff aims.