Does Childcare Architecture Matter? Investigating how Indoor-Outdoor Spatial Relations Influence Child Engagement and Teacher Motivation

School/classroom architecture as a possible influence on children's learning is an emerging issue in the fields of design and education. Previous studies indicate that both indoor and outdoor environments can influence child and teacher behavior. However, very few, if any, empirical studies have investigated how the relationship between the indoor and the outdoor environment influences learning and motivation to teach. The purpose of this correlational study is to investigate the influence of specific architectural indoor-outdoor features of the classroom environment on teaching and learning behaviors. Data were gathered in 22 preschool classrooms with 26 teachers/caregivers and approximately 295 children in selected childcare centers in Wake County, North Carolina. Classroom-built environmental attributes were measured using validated rating scales. Both systematic observation and a questionnaire survey were employed to collect data concerning child engagement and teacher motivation. Classroom indoor-outdoor spatial relations were measured using four proposed new affordance scales: for doors, windows, views, and transitional spaces. Findings indicate that improved conditions of classroom indoor-outdoor relationships enhance both child engagement and teacher motivation, even after controlling for other significant environmental and demographic variables. Analysis using hierarchical multiple regression indicates window affordance and view affordance score as significant predictors that explain variation in teacher motivation. Teachers were likely to be more motivated in engaging children with hands-on lessons when scores associated with windows and views from the classrooms were higher. Increased window and view affordance scores were positively associated with the percentage of engaged children. Teachers were more likely to use natural elements to teach children in classrooms with higher qualities and quantities of windows and views. No substantial relationships were found for the other two indoor-outdoor hypothesized contributors: door and transitional space affordance. Study findings suggest that specific architectural attributes of preschool classrooms (windows and views) may support teacher motivation and child engagement in childcare settings. The findings may be used to influence childcare center building policy and design guidelines and to inform architects, educators, and policy makers.