Seating arrangements and sociability in the classroom: The case of a primary school in Algeria

The research presented in this publication explores the development of social skills by primary school children. It aims to identify the possible links that may exist between the development of such skills and the architectural design of the classrooms, and how class-room architectural design can promote the acquisition of social skills and sociability among primary school pupils in Algeria. A mixed research method of survey and in-situ observation was used with a sample of 100 children aged 6 to 11 years, attending a primary school in the province of SKIKDA, ALGERIA. First an in-person survey conducted among the school children, to seek their responses to a number of quantitative and qualitative questions. In the second part of the research, the seating layout in classrooms was changed from the usual arrangement of rows, and the children’s behavioural change in response to the changes was observed in a non-invasive way. As a result, the seating layout as a physical factor in the classroom has a major influence on children's acquisition of social skills. The seating arrangement of the classroom in a Circular or U-shaped seating layout, which has its origins in the KOUTTAB, has been found to be favourable for better interaction and creates a healthy environment for socializing, while varying the positions remains the best strategy.