A Comparison of Classrooms’ Layout Based on The Requirements of Preschool Literacy

Shirin Izadpanah, Kağan Günçe


Classroom design has claimed to be an important factor in supporting the pre-schoolers’ literacy development. While many studies had focused on improving the overall environment of the classrooms, few studies are established with the focus on design characteristics that enhance early literacy. Comparative studies that reveal similarities and differences of design in different contexts and culture would be a significant attempt to provide a knowledge about the proper physical environment for literacy. This study is set out to compare the appropriateness of classroom design in two private and two public preschools in North Cyprus, by evaluating the necessary design characteristics for literacy activities. The study proceeds by developing an evaluation framework that analyses the design characteristics of classroom in terms of literacy learning, then followed by evaluating the design of each classroom by using this framework. The study is finalized by comparing the findings and discussing the similarities and differences of design in examined classrooms. Findings revealed that the layout of private classrooms were more literacy-oriented in compare to public classrooms, however in none of the classrooms there was any records of specific design considerations with the focus of literacy. In general, it was concluded that in all four classrooms layout of the classrooms lacked a sensitive design with concern of literacy activities. Results also demonstrated that only focusing on classroom will not be enough and considering the support for learning literacy in all the available spaces in preschool will establish more comprehensive results.


Learning environment, literacy activities, physical characteristics, preschool classroom, visual characteristics

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DOI: http://dx.doi.org/10.15320/ICONARP.2019.71
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