AN EVALUATION OF NON-CLASSROOM SPACES OF PRIVATE ELEMENTARY SCHOOLS

Abstract

 There is little evidence that special education day treatment for students with emotional and behavioral difficulties is effective. This is owing in large part to the work's methodological issues: day treatment placements are not balanced, and children enter and exit as needed. However, research on primary school students suggests that day treatment can help students return to and stay in private schools. In the case of private elementary schools in Kerala, India, this study examines the importance of non-classroom spaces in elementary school buildings where informal interactions among children occur. Students' preferred non-classroom places during their spare time are significant because they promote peer connections, which may contribute to informal learning processes. The space and recreation preferences of elementary school students were explored in their free time by emphasizing non-classroom sections of school buildings. According to the data, children prefer to communicate with their classmates during their intervals regardless of school differences. The research focuses on finding the sustainable factors that might help students physically and mentally. Also, various design elements that contribute towards this are taken into factor.