2021 Volume 59 Issue 1 Pages 81-92
From the perspective of affordance, this study clarified how behaviors of three-year-old children were influenced by classroom structure during morning preparation in kindergartens. Visual data were collected from three kindergartens for four months using video cameras. In this study, 1) the duration of children’s preparation was measured, and 2) the episodes of children’s preparation were examined. The results revealed that the classroom environment supportive in morning preparation improved/facilitated its efficiency. It was also found that the classroom environment supportive of physical play provided children with opportunities to do something more than the morning preparation. Items for preparation brought from home also encouraged them to do something more than preparation. The time spent on preparation did not decrease between April and July, suggesting that the supportive classroom structure encouraged children to do more than preparation.
