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Preschoolers’ spatial/architectural design skills during constructive play time

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2019
Akdemir, Kadriye
This study aimed to examine to what extend preschoolers use spatial / architectural design skills during constructive play time. An observation form of Spatial – Geometric – Architectural (SPAGAR) by Ness, Farenga and Garofalo (2017) was used as means of natural observation technique. Data were collected from 31 children in two different classrooms and they were observed in the construction area during play time. During the observations, children’s constructions were photographed, and photographs were placed under related categories in the SPAGAR form with help of field notes. Observations lasted 10 days at both classrooms, 20 days in total. The material type in the construction area were different for each classroom: one classroom had bricks and the other classroom had blocks as construction materials. The findings highlighted that types of materials would affect children’s design of construction in terms of the spatial relations and architecture principles. Bricks supported spatial relations especially symmetry such as line and plane symmetry. On the other hand, blocks promoted both spatial relations and architectural principles. Line symmetry was the most observed category in the classroom with bricks. Additionally, categories of line symmetry, patterning, engineering, and trabeated construction were the popular ones in classroom with blocks.