Appropriating affordances for learning through play in indoor physical environment of Malaysian preschools

Abstract

The National Preschool Curriculum (NPC) of Malaysia introduced ‘Learning through Play’ (LTP) as a pedagogy for preschools. However, for holistic growth, quality built environment planned in alignment with principles of LTP in preschools should be emphasized. Theory of affordances was utilised whereby existence of affordance within physical environment creates potential for actualization and is independent of users, namely children. Focussing on private preschools within converted terrace houses which represent the biggest percentage of cases in Malaysia, it was found that enhancement of learning environments reflecting LTP has yet to be addressed. The study aimed to identify appropriate affordances for adaptation within indoor environment of preschools through perceptual study. The first objective examined application of available affordances and physical environment characteristics through four case studies of private preschools within converted terrace houses in Johor Bahru, selected through homogeneous purposive sampling. Data was collected through participant observation. The second objective was to discern parents’ and teachers’ perception on LTP, existing and ideal physical environment, and to discern children’s favourite play themes. Objective three sought similarities and differences between perceptions of teachers, parents and children. For objectives two and three, 20 teachers and 16 parents, selected through convenience sampling responded to a 5-point Likert-scale questionnaire survey. Participatory drawing and story-telling were obtained from 43 preschoolers selected through probability sampling. Statistical methods were used for quantitative data, while children’s drawings were coded. Qualitative data were analysed through thematic network and domain analysis. Findings suggested that appropriate characteristics for adaptation based on similarities in perception between the three groups included variety of materials and equipments, places for personalization, provision of challenges, good indoor and outdoor connection and opportunities for social interaction. The findings may open up the possibility of future studies on principles of designing for LTP in Malaysian preschools.