Acoustical analysis of preschool classrooms Free

The present study explores acoustical parameters, including unoccupied and occupied noise levels and reverberation time (RT), in typical preschool classrooms located in the northern suburbs of Chicago. The study was motivated by the following observations: (1) preschool classrooms are often established in buildings that were not initially constructed to be learning spaces; (2) poor classroom acoustics interfere with skills related to academic outcomes including speech perception, serial recall, literacy, and cognitive skills; and (3) younger children are at greater risk for impaired performance in acoustically complex environments. The study was designed to determine whether these preschool classrooms meet existing classroom acoustics standards (ANSI S12.60-2010). Measurements were made with microphones positioned in locations of the classrooms where children typically engage in activities during school season to reflect realistic building operation situations. Unoccupied and occupied noises were recorded over long durations, with intensity and spectral analysis of the recordings conducted off-line. RTs were measured and quantified at the same microphone positions. Preliminary results suggested that none of the preschool classrooms met the recommended unoccupied noise levels, while 3/11 classrooms were found to have longer than recommended RTs. Occupied noise in these preschool classrooms, and implications for learning, will be discussed.