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