PDF

Published

2023-11-16

Issue

Vol. 9 No. 1 (2024)

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Garcia-Peinado, R. (2023). The impact of classroom climate on emotional development in childhood. Environment and Social Psychology, 9(1). https://doi.org/10.54517/esp.v9i1.1868

The impact of classroom climate on emotional development in childhood

Rocio Garcia-Peinado

Autonomous University of Madrid, Ciudad Universitaria de Cantoblanco


DOI: https://doi.org/10.54517/esp.v9i1.1868


Keywords: classroom emotional climate, emotional environment, interpersonal relationships, early childhood education, motivation and socio-emotional competence, inclusion

Abstract

This research article examines the crucial role of a healthy classroom climate in the social-emotional development of students during childhood. A positive classroom climate has been associated with several positive outcomes, including increased academic success, development of intrapersonal skills, and improvement in the quality of interpersonal relationships. The main objective is to explore the impact of the classroom climate on the comprehensive development of children. The study employs a qualitative approach, using multiple case studies to collect rich and detailed data. Data analysis is carried out using computer-aided qualitative data analysis (CAQDAS) software, specifically the ATLAS program, to generate categories that allow for in-depth analysis. The findings underscore the importance of considering the classroom climate as a key factor in promoting general well-being and positive social-emotional outcomes among young learners, and the importance of creating a nurturing and supportive classroom environment to foster optimal emotional development in children.

References

[1]. La Paro KM, Pianta RC, Stuhlman M. The classroom assessment scoring system: findings from the prekindergarten year. The Elementary School Journal 2004; 104(5): 409–426. doi: 10.1086/499760

[2]. Jones SM, Bouffard SM. Social and emotional learning in schools: From programs to strategies and commentaries. Social Policy Report 2012; 26(4): 1–33. doi: 10.1002/j.2379-3988.2012.tb00073.x

[3]. Pianta RC, la Paro KM, Payne C, et al. The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal 2002; 102(3): 225–238. doi: 10.1086/499701

[4]. Hamre BK, Pianta RC. Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child Development 2005; 76(5): 949–967. doi: 10.1111/j.1467-8624.2005.00889.x

[5]. Rimm-Kaufman SE, Pianta RC, Cox, MJ, et al. Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly 2000; 15(2): 147–166. doi: 10.1016/S0885-2006(00)00049-1

[6]. Thompson RA. Emotional regulation and emotional development. Educational Psychology Review 1991; 3(4): 269–307.

[7]. Birch SH, Ladd GW. The teacher-child relationship and children’s early school adjustment. Journal of School Psychology 1997; 35(1): 61–79. doi: 10.1016/S0022-4405(96)00029-5

[8]. Denham SA. Emotional competence during childhood and adolescence. In: LoBue V, Perez-Edgar K, Buss K (editors). Handbook of Emotional Development. Springer; 2019.

[9]. Alonso-Tapia J, Nieto C. Classroom emotional climate: Nature, measurement, effects and implications for education. Revista de Psicodidáctica (English ed) 2019; 24(2): 79–87. doi: 10.1016/j.psicoe.2018.09.002

[10]. Margas N. Inclusive classroom climate development as the cornerstone of inclusive school building: Review and perspectives. Frontiers in Psychology 2023; 14: 1171204. doi: 10.3389/fpsyg.2023.1171204

[11]. Sleeter CE. Confronting the marginalization of culturally responsive pedagogy. Urban Education 2012; 47(3): 562–584. doi: 10.1177/0042085911431472

[12]. Ladson-Billings G. The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass; 1994.

[13]. Maxwell S, Reynolds KJ, Lee E, et al. The Impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology 2017; 8: 2069. doi: 10.3389/fpsyg.2017.02069

[14]. Sugai G, Horner RH, Dunlap G, et al. Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions 2000; 2(3): 131–143. doi: 10.1177/109830070000200302

[15]. Smith S, Fegurson D, Burak EW, et al. Supporting Social-Emotional and Mental Health Needs of Young Children Through Part C Early Intervention: Results from A 50-State Survey. National Center for Children in Poverty, Bank Street Graduate School of Education; 2020.

[16]. Fabes RA, Poulin RE, Eisenberg N, Madden-Derdich DA. The coping with children’s negative emotions scale (CCNES): Psychometric properties and relations with children’s emotional competence. Marriage and Family Review 2002; 34(3–4): 285–310. doi: 10.1300/J002v34n03_05

[17]. Malaguzzi L. History, ideas, and basic philosophy. In: Edwards C, Gandini L, Forman G (editors). The Hundred Languages of Children: Advanced Reflections, 2nd ed. Ablex Publishing Corporation; 1998. pp. 49–97.

[18]. Vygotsky LS. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press; 1978.

[19]. Kremenitzer JP. The emotionally intelligent early childhood educator: Self-reflective journaling. Early Childhood Education Journal 2005; 33(1): 3–9.

[20]. Hamre BK, Pianta RC. Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development 2001; 72(2): 625–638. doi: 10.1111/1467-8624.00301

[21]. Gestwicki C. Home, School, and Community Relations. Cengage Learning; 2015.

[22]. Roseth CJ, Johnson DW, Johnson RT. Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin 2008; 134(2): 223–246. doi: 10.1037/0033-2909.134.2.223

[23]. Brown AL, DeLoache JS. Socialization of early competence: A theoretical perspective for developmental psychology. In: Zelazo PD (editor). The Oxford Handbook of Developmental Psychology. Oxford University Press; 2012. pp. 274–297.

[24]. Katz LG, Chard SC. Engaging Children’s Minds: The Project Approach. Ablex Publishing Corporation; 2000.

[25]. García EE, McWilliam RA. Changing Practices in Evaluating and Supporting Early Childhood Teachers. Routledge; 2012.

[26]. Deci EL, Ryan RM. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry 2000; 11(4): 227–268. doi: 10.1207/S15327965PLI1104_01

[27]. Laevers F. The curriculum as means to raise the quality of early childhood education. Implications for policy. European Early Childhood Education Research Journal 2005; 13(1): 17–29. doi: 10.1080/13502930585209531

[28]. Ainsworth MD. The development of infant-mother attachment. In: Caldwell BM, Ricciuti HN (editors). Review of Child Development Research. University of Chicago Press; 1973.

[29]. Johnson DW, Johnson RT. An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher 2009; 38(5): 365–379. doi: 10.3102/0013189x09339057

[30]. Ladd GW, Birch SH, Buhs ES. Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development 1999; 70: 1373–1400. doi: 10.1111/1467-8624.00101

[31]. Jipson JA. Play, Development, and Early Education. Pearson; 2011.

[32]. Dockett S, Perry B. Starting school: What matters for children, parents, and educators. AECA Research in Practice Series 1999; 6(3).

[33]. Bronfenbrenner U. The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press; 1979.

[34]. Epstein JL, Sheldon SB. Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research 2002; 95(5): 308–318. doi: 10.1080/00220670209596604

[35]. Johnson B, Stevens JJ, Zvoch K. Teachers’ perceptions of school climate. Educational and Psychological Measurement 2007; 67(5): 833–844. doi: 10.1177/0013164406299102

[36]. Pence AR, Guedes MC. The role of play in early childhood education: A comparative study of teachers’ beliefs in China, Japan, and the United States. Early Childhood Education Journal 2011; 39(5): 335–342. doi: 10.1007/s10643-011-0466-1

[37]. Banks JA. Cultural Diversity and Education: Foundations, Curriculum, and Teaching, 6th ed. Routledge; 2015.

[38]. Freire P. Pedagogy of the Oppressed. Continuum; 1970.

[39]. Roorda DL, Koomen HMY, Spilt JL, Oort FJ. The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research 2011; 81(4): 493–529. doi: 10.3102/0034654311421793



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com