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The Power of Place: Optimizing Early Childhood Learning Environments Through Pedagogical and Spatial Alignment
The Power of Place: Optimizing Early Childhood Learning Environments Through Pedagogical and Spatial Alignment
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104810
- ISBN
- 9798290969749
- DDC
- 741
- 서명/저자
- The Power of Place: Optimizing Early Childhood Learning Environments Through Pedagogical and Spatial Alignment
- 발행사항
- [Sl] : Arizona State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 216 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Hejduk, Renata.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2025.
- 초록/해제
- 요약The physical learning environment embodies qualities that contribute to the development of a growing child, significantly impacting learning journeys. As early childhood pedagogical approaches expand to support the needs of children, there is often a disconnect between the physical design of learning spaces and the support for current and evolving pedagogies. The existing gap, coupled with educators' limited training and the absence of practical support that help teachers recognize and use the environment as a 'third teacher,' often leads to the underutilization of spaces with intrinsic qualities to support children's learning outcomes. This study, guided by the affordance and situativity theories, explored the concept of pedagogical and spatial alignment through a multi-case study of three Arizona schools, a Reggio-inspired private school, a Montessori school, and a Head Start program, elevating the voices of educators on their successes and challenges in aligning their teaching spaces with their pedagogy. The findings showed that pedagogical and spatial alignment is a mediated and curated process, often influenced by factors such as school architecture, maintenance culture, institutional frameworks, a stable and consistent classroom layout, and the level of teacher autonomy in curating the learning space. While some educators already mediate the alignment of pedagogy and space in intuitive ways that often go unnamed, the research highlighted the need to build and expand educators' spatial literacy, equipping them with tools and resources to curate spaces that mediate child development and meaningful learning.
- 일반주제명
- Design
- 일반주제명
- Pedagogy
- 일반주제명
- Educational philosophy
- 키워드
- Classroom design
- 기타저자
- Arizona State University Architecture
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202104810
■006m o d
■007cr#unu||||||||
■020 ▼a9798290969749
■035 ▼a(MiAaPQ)AAI32166780
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a741
■1001 ▼aAmeley-Quaye, Afua Adutwumwaa.
■24510▼aThe Power of Place: Optimizing Early Childhood Learning Environments Through Pedagogical and Spatial Alignment
■260 ▼a[Sl]▼bArizona State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a216 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Hejduk, Renata.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2025.
■520 ▼aThe physical learning environment embodies qualities that contribute to the development of a growing child, significantly impacting learning journeys. As early childhood pedagogical approaches expand to support the needs of children, there is often a disconnect between the physical design of learning spaces and the support for current and evolving pedagogies. The existing gap, coupled with educators' limited training and the absence of practical support that help teachers recognize and use the environment as a 'third teacher,' often leads to the underutilization of spaces with intrinsic qualities to support children's learning outcomes. This study, guided by the affordance and situativity theories, explored the concept of pedagogical and spatial alignment through a multi-case study of three Arizona schools, a Reggio-inspired private school, a Montessori school, and a Head Start program, elevating the voices of educators on their successes and challenges in aligning their teaching spaces with their pedagogy. The findings showed that pedagogical and spatial alignment is a mediated and curated process, often influenced by factors such as school architecture, maintenance culture, institutional frameworks, a stable and consistent classroom layout, and the level of teacher autonomy in curating the learning space. While some educators already mediate the alignment of pedagogy and space in intuitive ways that often go unnamed, the research highlighted the need to build and expand educators' spatial literacy, equipping them with tools and resources to curate spaces that mediate child development and meaningful learning.
■590 ▼aSchool code: 0010.
■650 4▼aDesign
■650 4▼aEarly childhood education
■650 4▼aPedagogy
■650 4▼aEducational philosophy
■653 ▼aClassroom design
■653 ▼aEducator mediation
■653 ▼aEnvironment as a third teacher
■653 ▼aLearning environments
■653 ▼aPhysical learning environment
■690 ▼a0389
■690 ▼a0518
■690 ▼a0456
■690 ▼a0998
■71020▼aArizona State University▼bArchitecture.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358922▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
