A Comparison of Classrooms’ Layout Based on The Requirements of Preschool Literacy

Abstract

Classroom design has claimed to be an important factor in supportingthe pre-schoolers’ literacy development. While many studies hadfocused on improving the overall environment of the classrooms, fewstudies are established with the focus on design characteristics thatenhance early literacy. Comparative studies that reveal similarities anddifferences of design in different contexts and culture would be asignificant attempt to provide a knowledge about the proper physicalenvironment for literacy. This study is set out to compare theappropriateness of classroom design in two private and two publicpreschools in North Cyprus, by evaluating the necessary designcharacteristics for literacy activities. The study proceeds by developingan evaluation framework that analyses the design characteristics ofclassroom in terms of literacy learning, then followed by evaluating thedesign of each classroom by using this framework. The study is finalizedby comparing the findings and discussing the similarities and differencesof design in examined classrooms. Findings revealed that the layout ofprivate classrooms were more literacy-oriented in compare to publicclassrooms, however in none of the classrooms there was any records ofspecific design considerations with the focus of literacy. In general, it wasconcluded that in all four classrooms layout of the classrooms lacked a sensitive design with concern of literacy activities. Results alsodemonstrated that only focusing on classroom will not be enough andconsidering the support for learning literacy in all the available spaces inpreschool will establish more comprehensive results.