Spatial Design Strategies for Preschools with Learning Through Play (LTP) Approach

Abstract

Learning Through Play (LTP) is a play-based curriculum which is inextricably linked to the early childhood education (ECE) system. This approach has a beneficial influence on children’s holistic learning and develop of various skills. Throughout Montessori history, the Montessori classroom is often associated with playful learning. A high-quality preschool with thoughtful spatial design is crucial to support LTP approach which would give children autonomy to learn, play, explore and experience a variety of activities to enhance their immediate developmental goals. However, several research indicates the LTP is not yet fully integrated into formal Malaysian preschools which is hindered by inadequate spatial design. Besides, there are also gaps in policy and guidance to employ LTP effectively where the workforce’s training and curriculum development are mainly concerned. Therefore, the learning environment in Malaysian preschools are unable to contributes positively towards enhancing children’s development and wellbeing. This research employs case study approach to evaluate how the spatial design of the prominent Montessori preschool supports LTP with data collection through document analysis and observation. The findings are then analysed using comparative analysis based on the key aspects of spatial design elements:-aesthetic of space; anthropometric design; variety of spaces; layout and circulation; and outdoor access., which are grounded in Gibson’s Theory of Affordance. The findings emphasise the significance of incorporating nature-inspired colour schemes into preschool learning environments. Open-plan layouts with flexibility and accessibility create a variety of spaces that support diverse dynamic activity areas. Child-scaled furniture, accessible elements, and seamless integration of indoor and outdoor environments effectively support learning through play (LTP), fostering a stimulating and engaging preschool experience for children. This study provides valuable insights for designers, educators, and policymakers to improve the quality of learning spaces in Malaysian preschools and promote LTP-based curricula for Malaysia’s future education.