Abstract

The aim of the study is to examine and compare the structural design and teachers’ organizations and orders by observing different contexts. To accomplish the aim, two laboratory schools attached to universities in the USA and in Turkey were investigated. The role of space design and organization in guiding teachers’ and children’s behaviors was the main focus of the study. To do so, pictures were taken inside and outside of the classrooms’ and observational notes addressing teachers’ practices were made. The findings are presented under five categories: Characteristics and organization of the classroom equipment, the visuals used for classroom management, visuals of academic content, displays of children’s products, and communication with parents. The analysis showed in terms of having children’s sized furniture, there were similarities between the two schools. Some observations indicated shared characteristics in the interest and learning centers. However the school in the USA had additional centers available throughout the day such as science and nature and sand and water centers. Additionally, the school also provided opportunities for children to structure their imaginative play by concurrently keeping a variety of themes, contrary to the school in Turkey which kept a static housekeeping theme. The school in the USA had classroom walls on which classroom and behavioral management visuals were posted, the school in Turkey used the classroom walls to present some visuals of academic content and the products of the children. The school in the USA decorated the corridors and entrances with visuals to maintain an effective two way communication and interaction with the parents in contrast the school in Turkey where the boards were designed to inform and to give reminders to the families. This study is considered important due to the originality of providing valuable data in the area of comparisons in early childhood education. Additionally, the role of space design and organization on the guidance teachers’ andchildren’s behaviors will benefit the classroom practices. As a consequence, teachers will gain a critical perspective on providing effective classroom environments for children.

Key words: Early Childhood Education, Classroom Space Design, Classroom Management, Using Visuals in Classrooms, Teachers’ Practices