Adapting bronfenbrenner bioecological model at the preschool within the double storey residential building

Abstract

With the release of TASKA and TADIKA 2012 Guideline, privately-owned preschool operators are allowed to operate their preschool at a residential building. However, the conversion of a residential building into an institutional building could affect the quality of childhood education due to limited classroom space. In most cases, classroom settings proposed by researchers such as the learning pockets could not be used as the number of children located in a classroom is quite high. However, quality education can still be afforded if children have a sense of place in the classroom. Suitable classroom settings could offer children a place for privacy, especially if chosen by children themselves as it will allow children to feel belonged to the space. Hence, this study investigates the elements and attributes of interaction to seek for possible preschool classroom setting in small spaces through children‟s active participation by revisiting Bronfenbrenner bioecological model. Forty five (N=45) children age 5 (n=20) and 6 (n=25) in a preschool in Kuala Lumpur were involved actively through lessons on „Classroom Design‟ using the Inquiry Based Approach. Through active interaction and engagement, children have obtained the understanding about interior designing and classroom settings. The activities have allowed them to redesign and rearrange their classroom based on their preferences with practical considerations on its suitability and safety elements. Results were retrieved from the analysis of children‟s words and behavior during the inquiry session. Children‟s recorded words were transcribed and their video-recorded behaviors during classroom arrangement were categorized into three main elements, (i) furniture arrangement patterns, (ii) seat selection, and (iii) ingress and egress behavior. Observation showed that children‟s sense of place in a classroom was at their seating place and at the common area. Children were observed to have preferred to be seated together as a whole group with the opportunity to select their own seat instead of being clustered. This shows the need for intimacy interaction between children and the classroom community. Over time, although there are limited classroom space, children‟s sense of acceptance and belonging to the classroom and the preschool could still be developed as stated in the Bronfenbrenner formula of development