Modified Open-Plan Preschool Spaces and their Influence on Childrens Cognitive Development

Abstract

Modified open-planning to define activity spaces is vital in preschool design. Childrens cognitive development is reflected in cognitive school readiness (SR). This study investigates the correlation between modified open-plan spaces and cognitive SR in Malaysian preschools. A prospective cohort study involving 378 children at 18 MOE preschools was conducted. Among all preschool physical design aspects (size, image, scale, circulation, facilities, indoor environment quality, safety, home bases, activity areas, and play yards), the quality of modified open-plan preschool spaces showed the strongest correlation with children cognitive SR (Pearson r=0.658, p=0.000). Findings are hoped to promote better planning in preschool designs.