A Sociological Approach to the Official Discourse on Space in the Case of Greek Kindergarten Classrooms

By Gerasimos Koustourakis.

Published by The International Journal of Early Childhood Learning

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The teaching and learning of school knowledge are closely connected to the factors of time and space. The factor of space is very important for the teaching activities that are developed in the kindergarten schools. In this study, Basil Bernstein’s theory on pedagogical discourse is used, and classroom space, according to the modern Greek kindergarten syllabus, is approached and analyzed. This syllabus specifies that the kindergarten classrooms should be divided into particular corners/areas of learning/pedagogical activities. Moreover, the new curricula for Greek compulsory education and for the kindergarten school were introduced in 2003 in order to contribute to the establishment of a European knowledge society. For this reason, specific knowledge areas, corresponding to subjects of the compulsory education curricula, were introduced into the kindergarten curriculum. In addition, the developmental and cross-thematic approach to school knowledge for each subject of the curriculum began to be promoted. The following research questions are approached and discussed: a) What is the desired division of classroom space according to the Greek kindergarten curriculum? b) What is the relationship between the classroom corners/areas and the subjects/knowledge areas of the kindergarten curriculum? And c) What are the rules that define the pedagogical use of classroom space according to the kindergarten curriculum?

Keywords: Space of Classroom, Kindergarten School, Pedagogic Discourse

The International Journal of Early Childhood Learning, Volume 19, Issue 3, pp.1-13. Article: Print (Spiral Bound). Article: Electronic (PDF File; 458.961KB).

Dr. Gerasimos Koustourakis

Assistant Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Achaia, Greece

Dr. Gerasimos S. Koustourakis is an assistant professor in sociology of education at the Department of Educational Sciences and Early Childhood Education, University of Patras, Panepistimioupoli, 265.00 Rio Patras, Greece. He, also, is a Tutor in the Faculty of Humanities of Hellenic Open University teaching Open and Distance Learning. His research interests center on historical and comparative sociology of education, sociology of school knowledge and pedagogical practices, open and distance learning, and sociological approaches of the information communication technologies in education.