Classroom organization: Understanding the context in which children are expected to learn

Yuen Ling Joyce LI

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This paper reports a study on classroom organization, carried out in 2000 in kindergartens in Hong Kong. The findings contribute to understandings of current cross-cultural studies on classroom organization. Half-day session classroom observations of nine kindergarten teachers from three schools in Hong Kong were carried out. Data sources included field notes of nine classroom observations, transcripts of nine videotaped lessons, and lesson plans of those lessons. Findings showed some uniformity in the classrooms. There were a number of sessions on the timetable. Most learning activities were structured. Kindergartens were orderly environments, where routine was central to the daily organization. The research helped to identify some aspects of classroom culture that prompted a re-thinking of culturally appropriate practice and effective teaching. Copyright © 2006 Springer Science+Business Media, Inc.
Original languageEnglish
Pages (from-to)37-43
JournalEarly Childhood Education Journal
Volume34
Issue number1
DOIs
Publication statusPublished - Aug 2006

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Hong Kong
organization
classroom
Information Storage and Retrieval
Teaching
Learning
kindergarten
Research
kindergarten teacher
cultural studies
science
school
learning
School Teachers
Thinking

Citation

Li, Y. L. (2006). Classroom organization: Understanding the context in which children are expected to learn. Early Childhood Education Journal, 34(1), 37-43.

Keywords

  • Classroom strategies
  • Curriculum management
  • Learning context