Children’s perception and utilization of ECEC physical environments

The purpose of the study is to develop knowledge about what children consider important elements in the physical environment of kindergarten, especially in terms of play. The study is based on the theory of affordances. The theory looks at the possibilities the environment offers the individual. The researchers wanted to look at how the physical environment in kindergarten facilitates different forms of play. The research question is: What perspectives do children have on key opportunities in the physical environment of kindergartens for play?

The study found that children want a varied kindergarten environment that provides opportunities for building and constructing, role-playing, and physical activities. The social environment is also important for children, in the form of both other children and adults, and it plays an important role in how children use the physical environment. The researchers conclude that a child-friendly environment should include a multitude of opportunities for play, both in terms of physical spaces and available materials.

The researchers used qualitative interviews as a method. The sample consisted of 71 children aged 3-6 years, 36 girls and 35 boys. The children came from 8 different kindergartens with varying ownership, size, location, physical environment and organisation. The researchers developed a detailed interview guide with age-appropriate questions to ensure that children were asked about the same things across kindergartens. Interviews were recorded with digital audio recorders and subsequently transcribed. Recordings were encoded to find patterns and themes. The codes were then grouped into categories that aligned with the study’s framework on the theory of affordances.

Sando, O. J., & Sandseter, E. B. H. (2022). Children’s perception and utilization of ECEC physical environments. Education Sciences, 12(2), 88.