Modified Open-Plan Preschool Spaces and their Influence on Childrens Cognitive Development

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Vol. 6 No. 18 (2021): Jan / Apr
Published: May 18, 2021
DOI: https://doi.org/10.21834/ajebs.v6i18.382
Keywords:
Modified Open-Plan, Cognitive Development, Preschool Design, School Readiness,
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Mariam Felani Shaari
Centre of Studies for Architecture, Faculty of Architecture, Planning and Surveying, Universiti Teknologi MARA Selangor, Puncak Alam, 42300, Malaysia.
Yazid Zaiki
Non-Destructive Biomedical and Pharmaceutical Research Centre, Smart Manufacturing Research Institute, Universiti Teknologi MARA Selangor, Puncak Alam, 42300, Malaysia
Sabarinah Sh. Ahmad
Centre of Studies for Architecture, Faculty of Architecture, Planning and Surveying, Universiti Teknologi MARA Selangor, Puncak Alam, 42300, Malaysia
Izaham Shah Ismail
Centre of Postgraduate Studies, Faculty of Education, Universiti Teknologi MARA Selangor, Puncak Alam, 42300, Malaysia

Abstract

Modified open-planning to define activity spaces is vital in preschool design. Childrens cognitive development is reflected in cognitive school readiness (SR). This study investigates the correlation between modified open-plan spaces and cognitive SR in Malaysian preschools. A prospective cohort study involving 378 children at 18 MOE preschools was conducted. Among all preschool physical design aspects (size, image, scale, circulation, facilities, indoor environment quality, safety, home bases, activity areas, and play yards), the quality of modified open-plan preschool spaces showed the strongest correlation with children cognitive SR (Pearson r=0.658, p=0.000). Findings are hoped to promote better planning in preschool designs.

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How to Cite
[1]
Shaari , M.F. , Zaiki , Y. , Sh. Ahmad, S. and Ismail , I.S. 2021. Modified Open-Plan Preschool Spaces and their Influence on Childrens Cognitive Development. Asian Journal of Environment-Behaviour Studies. 6, 18 (May 2021), 47–61. DOI:https://doi.org/10.21834/ajebs.v6i18.382.

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