When Learning Environments don’t meet Children’s Needs: The Case of Privacy Behavior in Early Childhood Education
Dr Kafenia Botsoglou, Eleni Andreou.
Privacy can be defined as: “an individual’s freedom to what he/she communicate about himself/herself and to whom he/she will communicate”. The aim of the present study was to examine the forms of children’s behavior that constitute privacy during school time and identify elements of school environment, which encourage and satisfy children's need for privacy behavior. An observation matrix was constructed in order to record children's behavior through spontaneous play activities. The recorded elements were: a) the areas of the classroom where children prefer to show privacy behavior, b) the duration of this kind of behavior, c) children’s activities during their "private" time, d) other children’s reaction, and e) the teacher’s reaction.
The results of the research show that privacy is a quite common behavior among pre-school education children. Although the classroom environment was not supportive to children’s needs for privacy, they managed to create private areas by using various classroom settings. Teachers’ attempts to communicate with children when they didn’t want to, were not successful. On the contrary, their classmates seem to be more effective in stopping their "isolation" and making them communicate with their peers.
Dr Kafenia Botsoglou (Greece)
Lecturer in Early Childhood Education
Special Education Department
University of Thessaly
Eleni Andreou (Greece)
(Virtual Presentation, English)