A STUDY ON QUALITY TEACHING-LEARNING ENVIRONMENT ON SOCIAL AND EMOTIONAL DEVELOPMENT OF PRESCHOOLERS
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Authors
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SOUMYA HIRELINGANNAVAR
Department of Human Development and Family Studies College of Community Science
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MANJULA PATIL
Department of Human Development and Family Studies College of Community Science
Abstract
A research study examining the quality of teaching and learning environments and their
effects on the social and emotional growth of preschool children was carried out in Dharwad
taluk, Karnataka, from 2018 to 2020. The research included a sample of 208 children, aged between
3 and 6 years, who were enrolled in various Early Childhood Care and Education (ECCE) centers
located in both rural and urban regions of Dharwad taluk. The results conferred that children in
centers characterized by medium-quality teaching-learning environments achieved significantly
higher scores, averaging 36.13 ± 4.14, in social and emotional development compared to their
peers in low-quality centers, regardless of whether they were in rural or urban areas. Notable
differences were observed in specific areas, including emotional expression (5.23 ± 0.87), emotional
adaptability (5.19 ± 0.97), emotion regulation arousal states (5.15 ± 0.99), behavioral regulation
(5.19 ± 0.86), sense of self (4.90 ± 0.77), emotional themes in play (5.00 ± 0.65), and social
interaction (5.46 ± 0.93), all of which were influenced by the quality of the teaching-learning
environment in both settings.
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