THE INFLUENCE OF SPATIAL ARRANGEMENT ON COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD

Abstract

This study examines the influence of spatial arrangement on cognitive development in early childhood, highlighting its role in supporting attention, memory, problem-solving, and early reasoning skills. Using a descriptive qualitative approach, the research was conducted at TK Luhuring Budhi from January to March 2026, involving two teachers and 20 children aged 4–6 years. Data were collected through classroom observations, teacher interviews, and documentation, and analysed using thematic analysis with triangulation to ensure credibility. The findings show that well-organized and accessible spatial arrangements significantly enhance children’s cognitive engagement. Approximately 85% of children actively explored multiple learning areas, 80% sustained attention for 10–15 minutes, 75% demonstrated independent learning behaviours, and 78% successfully completed tasks and recalled instructions. Flexible layouts encouraged collaborative interaction, while sensory elements such as shape, colour, and texture increased engagement by 20–30%. These results indicate that spatial arrangement functions as a cognitive regulator that supports effective information processing and meaningful learning. Therefore, intentional and developmentally appropriate spatial design should be integrated as a core component of pedagogical practice in early childhood education.