Abstract
This study examined the developmental meaning of 3-to 5-year-old children’s sitting behavior in activities before leaving kindergartens. Each child’s sitting location, the time taken, and friends who sat next to the child were observed to analyze sitting behavior by age, kindergarten experience, and the stage of class building process. The following four sitting behaviors were identified as class building advanced: first, children preferred location near a teacher to have a personal relationship with a teacher; second, children sat in front in good manner to be recognized by a teacher; third, children liked to sit in back to sit with favorite friends; and finally, children tended to sit orderly with the classmates. These findings indicated that it was important for children to build a personal relationship with teachers first, then friendship became more important, and finally the feeling of belonging to the class developed.
