Spatial Affordances of Chinese Kindergarten Classrooms for Children’s Immediate Actions in Free Play Session
DOI:
https://doi.org/10.21834/e-bpj.v10i31.6579Keywords:
Early Childhood Education and Care, Physical environment, Spatial affordances, Children’s actionsAbstract
Early childhood is widely regarded as a critical period during which the foundations of development are established. This study aims to examine how physical environmental features influence Chinese children’s immediate actions, both individually and socially, as well as their awareness of classroom space. The observation involved 73 children (45.2% girls) from three same-age classes in a typical public kindergarten in Nanchang, China. A novel extended taxonomy of spatial affordance was proposed to measure children’s ongoing actions and its influential environmental features. Future studies should further investigate the nexus between children’s continuous play behavior and actions within the classroom environment.
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Copyright (c) 2025 Chenhao Deng, Nur Maizura Ahmad Noorhani, Arniatul Aiza Mustapha, Zhiyi Zhao

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.