Action Research on the Utilization of Hallway Space to Support Young Children’s Play

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Key Points

The research aims to explore the changes in play and young children's behaviors by utilizing hallway space as an extension of classroom area.
Conducted action research with 18 children aged 4 from a public preschool from September 19 to December 26, 2024.
Data collection involved participant observation, discussions, reflective journals, and peer teacher consultations.
Analyzed data using categorization processes.
Play transcended spatial limitations by transitioning between classroom and hallway, indicating continuity and expansion.
Changes in play spaces led to a more open restructuring of participation, diversifying interaction styles across classes and ages.
Children's ability to make judgments and decisions during play planning and space restructuring became more pronounced.

Action research explores the impact of hallway playspaces on young children's engagement and development.

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Seok et al. (2026) studied this question.

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