{"id":{"repo_id":"greece","oai_identifier":"oai:10442/1092"},"canonical_url":"https://search.dev.ndltd.org/etd/greece/oai:10442/1092","repository":{"repo_id":"greece","name":"Greek National Archive of PhD Theses","base_url":"https://phdtheses.ekt.gr/eadd_oai/request"},"display":{"title":"ΟΙΚΟΛΟΓΙΚΗ ΜΕΛΕΤΗ ΤΗΣ ΣΥΜΠΕΡΙΦΟΡΑΣ ΠΑΙΔΙΩΝ ΠΡΟΣΧΟΛΙΚΗΣ ΗΛΙΚΙΑΣ. ΠΡΟΣΧΟΛΙΚΗ ΤΑΞΗ ΚΑΙ Η ΕΠΙΔΡΑΣΗ ΤΗΣ ΔΙΑΜΟΡΦΩΣΗΣ ΤΟΥ ΠΕΡΙΒΑΛΛΟΝΤΙΚΟΥ ΧΩΡΟΥ ΣΤΗ ΣΥΜΠΕΡΙΦΟΡΑ","abstract":"THIS STUDY AIMED TO DETERMINE THE EFFECT SPACE ARRANGEMENT IN PRESCHOOL CLASSROOM HAS ON THE BEHAVIOUR OF PRESCHOOLERS. THE HYPOTHESIS WAS THE BEHAVIOUR IS INFLUENCED NOT ONLY BY THE ACTIVITY AREAS FOUND IN A CLASSROOM BUT ALSO BY THE OVERALL ARRANGEMENT OF THE SPACE, I.E. THE ADJACENCY OF THE ACTIVITY AREAS, THAT CONSTITUTES A BEHAVIOUR SETTING. THREE GROUPS OF CHILDREN (24,26 AND 24 RESPECTIVELY) OF BOTH SEXES, AGED 2 YEARS 4 MONTHS TO 4 YEARS 3 MONTHS, WERE OBSERVED IN THEIR CLASSROOM IN THREE DIFFERENT NURSERY SCHOOLS IN PARIS. ALL CHILDREN WERE OF MIDDLE OR LOW SES. THE THREE CLASSROOMS SHARED THE SAME FIVE ACTIVITY AREAS, NAMELY KITCHEN, DOLLS, LIBRARY, DRAWING, AND CONSTRUCTIONS; THEY DIFFERED IN THEIR SPACE ARRANGEMENT. THE TIME SAMPLING METHOD OF DIRECT OBSERVATION WAS EMPLOYED. ALL CHILDREN WERE INDIVIDUALLY OBSERVED OF 15 SEC EACH FOR EACH SUBJECT. FIVE SETS OF BEHAVIOURS WERE RECORDED: SOCIAL PARTICIPATION, RELEVANCE, AFFECT, CHANGE OF ACTIVITY, AND CHANGE OF ACTIVITY AREA. THE RESULTS SHOWED THAT SPACE ARRANGEMENT AFFECTED BEHAVIOUR, PARTICULARLY SOCIAL PARTICIPATION AND RELEVANCE OF BEHAVIOUR. HOWEVER, SPACE ARRANGEMENT INTERACTED WITH ACTIVITY AREA, DENSITY AND OTHER ECOLOGICAL CHARACTERISTICS OF THE CLASSROOM SUCH AS \"OPENNESS\" AND VISIBILITY OF OTHER ACTIVITY AREAS. SEX DIFFERENCES WERE ALSO RECORDED IN PRESCHOOLERS' BEHAVIOUR, PARTICULARLY IN ACTIVITY AREAS TRADITIONALLY ASSOCIATEDWITH \"SEX-SPECIFIC\" ACTIVITIES.","abstract_html":"THIS STUDY AIMED TO DETERMINE THE EFFECT SPACE ARRANGEMENT IN PRESCHOOL CLASSROOM HAS ON THE BEHAVIOUR OF PRESCHOOLERS. THE HYPOTHESIS WAS THE BEHAVIOUR IS INFLUENCED NOT ONLY BY THE ACTIVITY AREAS FOUND IN A CLASSROOM BUT ALSO BY THE OVERALL ARRANGEMENT OF THE SPACE, I.E. THE ADJACENCY OF THE ACTIVITY AREAS, THAT CONSTITUTES A BEHAVIOUR SETTING. THREE GROUPS OF CHILDREN (24,26 AND 24 RESPECTIVELY) OF BOTH SEXES, AGED 2 YEARS 4 MONTHS TO 4 YEARS 3 MONTHS, WERE OBSERVED IN THEIR CLASSROOM IN THREE DIFFERENT NURSERY SCHOOLS IN PARIS. ALL CHILDREN WERE OF MIDDLE OR LOW SES. THE THREE CLASSROOMS SHARED THE SAME FIVE ACTIVITY AREAS, NAMELY KITCHEN, DOLLS, LIBRARY, DRAWING, AND CONSTRUCTIONS; THEY DIFFERED IN THEIR SPACE ARRANGEMENT. THE TIME SAMPLING METHOD OF DIRECT OBSERVATION WAS EMPLOYED. ALL CHILDREN WERE INDIVIDUALLY OBSERVED OF 15 SEC EACH FOR EACH SUBJECT. FIVE SETS OF BEHAVIOURS WERE RECORDED: SOCIAL PARTICIPATION, RELEVANCE, AFFECT, CHANGE OF ACTIVITY, AND CHANGE OF ACTIVITY AREA. THE RESULTS SHOWED THAT SPACE ARRANGEMENT AFFECTED BEHAVIOUR, PARTICULARLY SOCIAL PARTICIPATION AND RELEVANCE OF BEHAVIOUR. HOWEVER, SPACE ARRANGEMENT INTERACTED WITH ACTIVITY AREA, DENSITY AND OTHER ECOLOGICAL CHARACTERISTICS OF THE CLASSROOM SUCH AS "OPENNESS" AND VISIBILITY OF OTHER ACTIVITY AREAS. SEX DIFFERENCES WERE ALSO RECORDED IN PRESCHOOLERS' BEHAVIOUR, PARTICULARLY IN ACTIVITY AREAS TRADITIONALLY ASSOCIATEDWITH "SEX-SPECIFIC" ACTIVITIES.","abstract_has_math":false,"creators":["Syngollitou, Efthymia","Συγκολλίτου, Ευθυμία"],"institution":"Aristotle University Of Thessaloniki (AUTH)","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1989,"date_issued":"1989","date_published":"1989","updated_at":"2026-07-24T02:24:43Z","subjects":["Οικολογία","Περιβάλλον","ΠΛΑΙΣΙΟ ΣΥΜΠΕΡΙΦΟΡΑΣ","ΠΡΟΣΧΟΛΙΚΗ ΤΑΞΗ","ΧΩΡΟΣ (ΔΙΑΜΟΡΦΩΣΗ)","BEHAVIOUR SETTING","Ecology","Environment","Preschool classroom","SPACE ARRANGEMENT","Κοινωνικές Επιστήμες","Εκπαίδευση","Social Sciences","Education"],"languages":["gre"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["10.12681/eadd/1092"],"render_values":[{"text":"10.12681/eadd/1092","href":"https://doi.org/10.12681/eadd/1092","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10442/hedi/1092","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Syngollitou, Efthymia","Συγκολλίτου, Ευθυμία"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1989"]},{"key":"dc:publisher","label":"Institution","values":["Aristotle University Of Thessaloniki (AUTH)","Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)"]},{"key":"dc:type","label":"Dc Type","values":["PhD Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Οικολογία","Περιβάλλον","ΠΛΑΙΣΙΟ ΣΥΜΠΕΡΙΦΟΡΑΣ","ΠΡΟΣΧΟΛΙΚΗ ΤΑΞΗ","ΧΩΡΟΣ (ΔΙΑΜΟΡΦΩΣΗ)","BEHAVIOUR SETTING","Ecology","Environment","Preschool classroom","SPACE ARRANGEMENT","Κοινωνικές Επιστήμες","Εκπαίδευση","Social Sciences","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["gre"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["10.12681/eadd/1092","http://hdl.handle.net/10442/hedi/1092"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["THIS STUDY AIMED TO DETERMINE THE EFFECT SPACE ARRANGEMENT IN PRESCHOOL CLASSROOM HAS ON THE BEHAVIOUR OF PRESCHOOLERS. THE HYPOTHESIS WAS THE BEHAVIOUR IS INFLUENCED NOT ONLY BY THE ACTIVITY AREAS FOUND IN A CLASSROOM BUT ALSO BY THE OVERALL ARRANGEMENT OF THE SPACE, I.E. THE ADJACENCY OF THE ACTIVITY AREAS, THAT CONSTITUTES A BEHAVIOUR SETTING. THREE GROUPS OF CHILDREN (24,26 AND 24 RESPECTIVELY) OF BOTH SEXES, AGED 2 YEARS 4 MONTHS TO 4 YEARS 3 MONTHS, WERE OBSERVED IN THEIR CLASSROOM IN THREE DIFFERENT NURSERY SCHOOLS IN PARIS. ALL CHILDREN WERE OF MIDDLE OR LOW SES. THE THREE CLASSROOMS SHARED THE SAME FIVE ACTIVITY AREAS, NAMELY KITCHEN, DOLLS, LIBRARY, DRAWING, AND CONSTRUCTIONS; THEY DIFFERED IN THEIR SPACE ARRANGEMENT. THE TIME SAMPLING METHOD OF DIRECT OBSERVATION WAS EMPLOYED. ALL CHILDREN WERE INDIVIDUALLY OBSERVED OF 15 SEC EACH FOR EACH SUBJECT. FIVE SETS OF BEHAVIOURS WERE RECORDED: SOCIAL PARTICIPATION, RELEVANCE, AFFECT, CHANGE OF ACTIVITY, AND CHANGE OF ACTIVITY AREA. THE RESULTS SHOWED THAT SPACE ARRANGEMENT AFFECTED BEHAVIOUR, PARTICULARLY SOCIAL PARTICIPATION AND RELEVANCE OF BEHAVIOUR. HOWEVER, SPACE ARRANGEMENT INTERACTED WITH ACTIVITY AREA, DENSITY AND OTHER ECOLOGICAL CHARACTERISTICS OF THE CLASSROOM SUCH AS \"OPENNESS\" AND VISIBILITY OF OTHER ACTIVITY AREAS. SEX DIFFERENCES WERE ALSO RECORDED IN PRESCHOOLERS' BEHAVIOUR, PARTICULARLY IN ACTIVITY AREAS TRADITIONALLY ASSOCIATEDWITH \"SEX-SPECIFIC\" ACTIVITIES.","Η ΠΑΡΟΥΣΑ ΜΕΛΕΤΗ ΕΞΕΤΑΖΕΙ ΤΗΝ ΕΠΙΔΡΑΣΗ ΠΟΥ ΜΠΟΡΕΙ ΝΑ ΑΣΚΕΙ Η ΔΙΕΥΘΕΤΗΣΗ ΤΟΥ ΧΩΡΟΥ ΤΗΣ ΠΡΟΣΧΟΛΙΚΗΣ ΤΑΞΗΣ ΣΤΗ ΣΥΜΠΕΡΙΦΟΡΑ ΤΩΝ ΠΑΙΔΙΩΝ. Η ΥΠΟΘΕΣΗ ΗΤΑΝ ΟΤΙ Η ΣΥΜΠΕΡΙΦΟΡΑ ΕΠΗΡΕΑΖΕΤΑΙ ΟΧΙ ΜΟΝΟ ΑΠΟ ΤΟΥΣ ΛΕΙΤΟΥΡΓΙΚΟΥΣ ΧΩΡΟΥΣ ΤΗΣ ΤΑΞΗΣ, ΑΛΛΑ ΚΑΙ ΑΠΟ ΤΗΝ ΣΥΝΟΛΙΚΗ ΔΙΕΥΘΕΤΗΣΗ ΤΟΥ ΧΩΡΟΥ ΑΥΤΗΣ ΚΑΙ ΠΙΟ ΣΥΓΚΕΚΡΙΜΕΝΑ ΑΠΟ ΤΗ ΓΕΙΤΝΙΑΣΗ ΤΩΝ ΛΕΙΤΟΥΡΓΙΚΩΝ ΧΩΡΩΝ ΜΕΣΑ ΣΤΟ ΠΕΡΙΒΑΛΛΟΝΤΙΚΟ ΠΛΑΙΣΙΟ ΤΗΣ ΤΑΞΗΣ, Η ΟΠΟΙΑ ΛΑΜΒΑΝΕΤΑΙ ΩΣ ΕΝΑ \"ΠΛΑΙΣΙΟ ΣΥΜΠΕΡΙΦΟΡΑΣ\". ΤΡΕΙΣ ΟΜΑΔΕΣ ΠΑΙΔΙΩΝ (24, 26, 24 ΑΝΤΙΣΤΟΙΧΑ) Β ΤΑΞΕΩΝ ΝΗΠΙΑΓΩΓΕΙΩΝ, ΜΕΣΗΣ ΗΛΙΚΙΑΣ 3 ΕΤΩΝ ΚΑΙ 5 ΜΗΝΩΝ, ΕΞΕΤΑΣΘΗΚΑΝ ΕΠΙ ΜΙΑ ΣΧΟΛΙΚΗ ΧΡΟΝΙΑ. ΠΑΡΑΤΗΡΗΘΗΚΑΝ ΟΙ ΕΞΗΣ ΣΥΜΠΕΡΙΦΟΡΕΣ ΤΟΥΣ, ΜΕ ΤΗΝ ΤΕΧΝΙΚΗ ΤΗΣΔΕΙΓΜΑΤΟΛΗΨΙΑΣ ΧΡΟΝΟΥ; ΚΟΙΝΩΝΙΚΗ ΣΥΜΠΕΡΙΦΟΡΑ, ΚΑΤΑΛΛΗΛΟΤΗΤΑ ΑΠΑΣΧΟΛΗΣΗΣ, ΕΚΦΡΑΣΗ ΣΥΝΑΙΣΘΗΜΑΤΟΣ, ΑΛΛΑΓΗ ΑΠΑΣΧΟΛΗΣΗΣ ΚΑΙ ΑΛΛΑΓΗ ΧΩΡΟΥ. ΟΙ ΜΟΡΦΕΣ ΣΥΜΠΕΡΙΦΟΡΑΣ ΠΑΡΑΤΗΡΗΘΗΚΑΝ ΣΤΟΥΣ ΛΕΙΤΟΥΡΓΙΚΟΥΣ ΧΩΡΟΥΣ \"ΚΟΥΖΙΝΑ\", \"ΚΟΥΚΛΕΣ- ΚΡΕΒΑΤΟΚΑΜΑΡΑ\", \"ΒΙΒΛΙΟΘΗΚΗ\", \"ΖΩΓΡΑΦΙΚΗ\" ΚΑΙ \"ΚΑΤΑΣΚΕΥΕΣ\". ΤΑ ΑΠΟΤΕΛΕΣΜΑΤΑ ΕΔΕΙΞΑΝ ΟΤΙ Η ΔΙΑΦΟΡΕΤΙΚΗ ΓΕΙΤΝΙΑΣΗ ΤΩΝ ΛΕΙΤΟΥΡΓΙΚΩΝ ΧΩΡΩΝ ΕΠΗΡΕΑΣΕ ΚΥΡΙΩΣ ΤΗΝ ΚΟΙΝΩΝΙΚΗ ΣΥΜΠΕΡΙΦΟΡΑΚΑΙ ΤΗΝ ΚΑΤΑΛΛΗΛΟΤΗΤΑ ΑΠΑΣΧΟΛΗΣΗΣ. ΒΡΕΘΗΚΕ ΕΠΙΣΗΣ ΑΛΛΗΛΕΠΙΔΡΑΣΗ ΤΟΥ ΧΩΡΟΥ ΤΗΣ ΤΑΞΗΣ ΟΧΙ ΜΟΝΟ ΜΕ ΤΗ ΔΙΕΥΘΕΤΗΣΗ ΤΟΥ ΧΩΡΟΥ ΑΛΛΑ ΚΑΙ ΜΕ ΤΗΝ ΠΥΚΝΟΤΗΤΑ ΚΑΙ ΜΕ ΑΛΛΑΟΙΚΟΛΟΓΙΚΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΤΗΣ ΤΑΞΗΣ, ΟΠΩΣ ΕΙΝΑΙ Ο \"ΑΝΟΙΧΤΟΣ 'Η ΚΛΕΙΣΤΟΣ\" ΧΩΡΟΣ, 'Η Η ΟΠΤΙΚΗ ΠΡΟΣΒΑΣΗ ΑΠΟ ΤΟΝ ΕΝΑ ΛΕΙΤΟΥΡΓΙΚΟ ΧΩΡΟ ΣΤΟΝ ΑΛΛΟ. ΔΙΑΠΙΣΤΩΘΗΚΑΝ ΑΚΟΜΗ ΔΙΑΦΟΡΕΣ ΣΤΗ ΣΥΜΠΕΡΙΦΟΡΑ ΤΩΝ ΔΥΟ ΦΥΛΩΝ, ΙΔΙΑΙΤΕΡΑ ΣΕ ΛΕΙΤΟΥΡΓΙΚΟΥΣ ΧΩΡΟΥΣ ΟΙ ΟΠΟΙΟΙ ΠΑΡΑΔΟΣΙΑΚΑ ΘΕΩΡΟΥΝΤΑΙ ΟΤΙ ΠΡΟΟΡΙΖΟΝΤΑΙ ΠΕΡΙΣΣΟΤΕΡΟ ΓΙΑ ΤΟ ΕΝΑ 'Η ΤΟ ΑΛΛΟ ΦΥΛΟ."]},{"key":"dc:title","label":"Title","values":["ΟΙΚΟΛΟΓΙΚΗ ΜΕΛΕΤΗ ΤΗΣ ΣΥΜΠΕΡΙΦΟΡΑΣ ΠΑΙΔΙΩΝ ΠΡΟΣΧΟΛΙΚΗΣ ΗΛΙΚΙΑΣ. ΠΡΟΣΧΟΛΙΚΗ ΤΑΞΗ ΚΑΙ Η ΕΠΙΔΡΑΣΗ ΤΗΣ ΔΙΑΜΟΡΦΩΣΗΣ ΤΟΥ ΠΕΡΙΒΑΛΛΟΝΤΙΚΟΥ ΧΩΡΟΥ ΣΤΗ ΣΥΜΠΕΡΙΦΟΡΑ","AN ECOLOGICAL STUDY OF PRESCHOOL BEHAVIOUR: PRESCHOOL CLASSROOM AND THE EFFECTSOF SPACE ARRANGEMENT"]}]}],"canonical_facts":{"dc:creator":["Syngollitou, Efthymia","Συγκολλίτου, Ευθυμία"],"dc:date":["1989"],"dc:description":["THIS STUDY AIMED TO DETERMINE THE EFFECT SPACE ARRANGEMENT IN PRESCHOOL CLASSROOM HAS ON THE BEHAVIOUR OF PRESCHOOLERS. THE HYPOTHESIS WAS THE BEHAVIOUR IS INFLUENCED NOT ONLY BY THE ACTIVITY AREAS FOUND IN A CLASSROOM BUT ALSO BY THE OVERALL ARRANGEMENT OF THE SPACE, I.E. THE ADJACENCY OF THE ACTIVITY AREAS, THAT CONSTITUTES A BEHAVIOUR SETTING. THREE GROUPS OF CHILDREN (24,26 AND 24 RESPECTIVELY) OF BOTH SEXES, AGED 2 YEARS 4 MONTHS TO 4 YEARS 3 MONTHS, WERE OBSERVED IN THEIR CLASSROOM IN THREE DIFFERENT NURSERY SCHOOLS IN PARIS. ALL CHILDREN WERE OF MIDDLE OR LOW SES. THE THREE CLASSROOMS SHARED THE SAME FIVE ACTIVITY AREAS, NAMELY KITCHEN, DOLLS, LIBRARY, DRAWING, AND CONSTRUCTIONS; THEY DIFFERED IN THEIR SPACE ARRANGEMENT. THE TIME SAMPLING METHOD OF DIRECT OBSERVATION WAS EMPLOYED. ALL CHILDREN WERE INDIVIDUALLY OBSERVED OF 15 SEC EACH FOR EACH SUBJECT. FIVE SETS OF BEHAVIOURS WERE RECORDED: SOCIAL PARTICIPATION, RELEVANCE, AFFECT, CHANGE OF ACTIVITY, AND CHANGE OF ACTIVITY AREA. THE RESULTS SHOWED THAT SPACE ARRANGEMENT AFFECTED BEHAVIOUR, PARTICULARLY SOCIAL PARTICIPATION AND RELEVANCE OF BEHAVIOUR. HOWEVER, SPACE ARRANGEMENT INTERACTED WITH ACTIVITY AREA, DENSITY AND OTHER ECOLOGICAL CHARACTERISTICS OF THE CLASSROOM SUCH AS \"OPENNESS\" AND VISIBILITY OF OTHER ACTIVITY AREAS. SEX DIFFERENCES WERE ALSO RECORDED IN PRESCHOOLERS' BEHAVIOUR, PARTICULARLY IN ACTIVITY AREAS TRADITIONALLY ASSOCIATEDWITH \"SEX-SPECIFIC\" ACTIVITIES.","Η ΠΑΡΟΥΣΑ ΜΕΛΕΤΗ ΕΞΕΤΑΖΕΙ ΤΗΝ ΕΠΙΔΡΑΣΗ ΠΟΥ ΜΠΟΡΕΙ ΝΑ ΑΣΚΕΙ Η ΔΙΕΥΘΕΤΗΣΗ ΤΟΥ ΧΩΡΟΥ ΤΗΣ ΠΡΟΣΧΟΛΙΚΗΣ ΤΑΞΗΣ ΣΤΗ ΣΥΜΠΕΡΙΦΟΡΑ ΤΩΝ ΠΑΙΔΙΩΝ. Η ΥΠΟΘΕΣΗ ΗΤΑΝ ΟΤΙ Η ΣΥΜΠΕΡΙΦΟΡΑ ΕΠΗΡΕΑΖΕΤΑΙ ΟΧΙ ΜΟΝΟ ΑΠΟ ΤΟΥΣ ΛΕΙΤΟΥΡΓΙΚΟΥΣ ΧΩΡΟΥΣ ΤΗΣ ΤΑΞΗΣ, ΑΛΛΑ ΚΑΙ ΑΠΟ ΤΗΝ ΣΥΝΟΛΙΚΗ ΔΙΕΥΘΕΤΗΣΗ ΤΟΥ ΧΩΡΟΥ ΑΥΤΗΣ ΚΑΙ ΠΙΟ ΣΥΓΚΕΚΡΙΜΕΝΑ ΑΠΟ ΤΗ ΓΕΙΤΝΙΑΣΗ ΤΩΝ ΛΕΙΤΟΥΡΓΙΚΩΝ ΧΩΡΩΝ ΜΕΣΑ ΣΤΟ ΠΕΡΙΒΑΛΛΟΝΤΙΚΟ ΠΛΑΙΣΙΟ ΤΗΣ ΤΑΞΗΣ, Η ΟΠΟΙΑ ΛΑΜΒΑΝΕΤΑΙ ΩΣ ΕΝΑ \"ΠΛΑΙΣΙΟ ΣΥΜΠΕΡΙΦΟΡΑΣ\". ΤΡΕΙΣ ΟΜΑΔΕΣ ΠΑΙΔΙΩΝ (24, 26, 24 ΑΝΤΙΣΤΟΙΧΑ) Β ΤΑΞΕΩΝ ΝΗΠΙΑΓΩΓΕΙΩΝ, ΜΕΣΗΣ ΗΛΙΚΙΑΣ 3 ΕΤΩΝ ΚΑΙ 5 ΜΗΝΩΝ, ΕΞΕΤΑΣΘΗΚΑΝ ΕΠΙ ΜΙΑ ΣΧΟΛΙΚΗ ΧΡΟΝΙΑ. ΠΑΡΑΤΗΡΗΘΗΚΑΝ ΟΙ ΕΞΗΣ ΣΥΜΠΕΡΙΦΟΡΕΣ ΤΟΥΣ, ΜΕ ΤΗΝ ΤΕΧΝΙΚΗ ΤΗΣΔΕΙΓΜΑΤΟΛΗΨΙΑΣ ΧΡΟΝΟΥ; ΚΟΙΝΩΝΙΚΗ ΣΥΜΠΕΡΙΦΟΡΑ, ΚΑΤΑΛΛΗΛΟΤΗΤΑ ΑΠΑΣΧΟΛΗΣΗΣ, ΕΚΦΡΑΣΗ ΣΥΝΑΙΣΘΗΜΑΤΟΣ, ΑΛΛΑΓΗ ΑΠΑΣΧΟΛΗΣΗΣ ΚΑΙ ΑΛΛΑΓΗ ΧΩΡΟΥ. ΟΙ ΜΟΡΦΕΣ ΣΥΜΠΕΡΙΦΟΡΑΣ ΠΑΡΑΤΗΡΗΘΗΚΑΝ ΣΤΟΥΣ ΛΕΙΤΟΥΡΓΙΚΟΥΣ ΧΩΡΟΥΣ \"ΚΟΥΖΙΝΑ\", \"ΚΟΥΚΛΕΣ- ΚΡΕΒΑΤΟΚΑΜΑΡΑ\", \"ΒΙΒΛΙΟΘΗΚΗ\", \"ΖΩΓΡΑΦΙΚΗ\" ΚΑΙ \"ΚΑΤΑΣΚΕΥΕΣ\". ΤΑ ΑΠΟΤΕΛΕΣΜΑΤΑ ΕΔΕΙΞΑΝ ΟΤΙ Η ΔΙΑΦΟΡΕΤΙΚΗ ΓΕΙΤΝΙΑΣΗ ΤΩΝ ΛΕΙΤΟΥΡΓΙΚΩΝ ΧΩΡΩΝ ΕΠΗΡΕΑΣΕ ΚΥΡΙΩΣ ΤΗΝ ΚΟΙΝΩΝΙΚΗ ΣΥΜΠΕΡΙΦΟΡΑΚΑΙ ΤΗΝ ΚΑΤΑΛΛΗΛΟΤΗΤΑ ΑΠΑΣΧΟΛΗΣΗΣ. ΒΡΕΘΗΚΕ ΕΠΙΣΗΣ ΑΛΛΗΛΕΠΙΔΡΑΣΗ ΤΟΥ ΧΩΡΟΥ ΤΗΣ ΤΑΞΗΣ ΟΧΙ ΜΟΝΟ ΜΕ ΤΗ ΔΙΕΥΘΕΤΗΣΗ ΤΟΥ ΧΩΡΟΥ ΑΛΛΑ ΚΑΙ ΜΕ ΤΗΝ ΠΥΚΝΟΤΗΤΑ ΚΑΙ ΜΕ ΑΛΛΑΟΙΚΟΛΟΓΙΚΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΤΗΣ ΤΑΞΗΣ, ΟΠΩΣ ΕΙΝΑΙ Ο \"ΑΝΟΙΧΤΟΣ 'Η ΚΛΕΙΣΤΟΣ\" ΧΩΡΟΣ, 'Η Η ΟΠΤΙΚΗ ΠΡΟΣΒΑΣΗ ΑΠΟ ΤΟΝ ΕΝΑ ΛΕΙΤΟΥΡΓΙΚΟ ΧΩΡΟ ΣΤΟΝ ΑΛΛΟ. ΔΙΑΠΙΣΤΩΘΗΚΑΝ ΑΚΟΜΗ ΔΙΑΦΟΡΕΣ ΣΤΗ ΣΥΜΠΕΡΙΦΟΡΑ ΤΩΝ ΔΥΟ ΦΥΛΩΝ, ΙΔΙΑΙΤΕΡΑ ΣΕ ΛΕΙΤΟΥΡΓΙΚΟΥΣ ΧΩΡΟΥΣ ΟΙ ΟΠΟΙΟΙ ΠΑΡΑΔΟΣΙΑΚΑ ΘΕΩΡΟΥΝΤΑΙ ΟΤΙ ΠΡΟΟΡΙΖΟΝΤΑΙ ΠΕΡΙΣΣΟΤΕΡΟ ΓΙΑ ΤΟ ΕΝΑ 'Η ΤΟ ΑΛΛΟ ΦΥΛΟ."],"dc:identifier":["10.12681/eadd/1092","http://hdl.handle.net/10442/hedi/1092"],"dc:language":["gre"],"dc:publisher":["Aristotle University Of Thessaloniki (AUTH)","Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)"],"dc:subject":["Οικολογία","Περιβάλλον","ΠΛΑΙΣΙΟ ΣΥΜΠΕΡΙΦΟΡΑΣ","ΠΡΟΣΧΟΛΙΚΗ ΤΑΞΗ","ΧΩΡΟΣ (ΔΙΑΜΟΡΦΩΣΗ)","BEHAVIOUR SETTING","Ecology","Environment","Preschool classroom","SPACE ARRANGEMENT","Κοινωνικές Επιστήμες","Εκπαίδευση","Social Sciences","Education"],"dc:title":["ΟΙΚΟΛΟΓΙΚΗ ΜΕΛΕΤΗ ΤΗΣ ΣΥΜΠΕΡΙΦΟΡΑΣ ΠΑΙΔΙΩΝ ΠΡΟΣΧΟΛΙΚΗΣ ΗΛΙΚΙΑΣ. ΠΡΟΣΧΟΛΙΚΗ ΤΑΞΗ ΚΑΙ Η ΕΠΙΔΡΑΣΗ ΤΗΣ ΔΙΑΜΟΡΦΩΣΗΣ ΤΟΥ ΠΕΡΙΒΑΛΛΟΝΤΙΚΟΥ ΧΩΡΟΥ ΣΤΗ ΣΥΜΠΕΡΙΦΟΡΑ","AN ECOLOGICAL STUDY OF PRESCHOOL BEHAVIOUR: PRESCHOOL CLASSROOM AND THE EFFECTSOF SPACE ARRANGEMENT"],"dc:type":["PhD Thesis"]},"updated_at":"2026-07-24T02:24:43Z"}