A STUDY ON QUALITY TEACHING-LEARNING ENVIRONMENT ON SOCIAL AND EMOTIONAL DEVELOPMENT OF PRESCHOOLERS
228 / 231
Authors
-
SOUMYA HIRELINGANNAVAR
Department of Human Development and Family Studies College of Community Science
-
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.
References
1. Brinkman, S. A., Hasan, A., Jung, H., Kinnell,
2. A., Nakajima, N. and Pradhan, M., 2016.
3. The role of preschool quality in promoting
4. child development: evidence from rural
5. Indonesia. European Early Childhood
6. Education Research Journal.25(4): 483
7. 505
8. Broekhuizen, M. L., Mokrova, I. L., Burchinal,
9. M. R. and Garrett-Peters, P. T., 2016.
10. Classroom quality at pre-kindergarten
11. and kindergarten andchildren’s social
12. skills and behavior problems. Early
13. Childhood Research Quaterly.36(1): 212
14. 222
15. Diazgranados, S., Borisova,I. and Sarker, T.,
16. 2016. Does attending an enhanced
17. quality preschool have an effect on the
18. emergent literacy, emergent math, social
19. skills and knowledge of health, hygiene,
20. nutrition and safety of young children?
21. evidence from a quasi-experiment with
22. two control groups in Bangladesh.
23. Journal of Human Development and
24. Capabilities.17(4): 494-515
25. Dunlap, L. 2020. The early childhood education
26. handbook. Routledge. 48 (2)
27. Freeman, N. 2019. Quality in early childhood
28. education. Teachers College Press. 50
29. (1)
30. Gialamas, A., Mittinty, M. N., Sawyer, M. G.,
31. Zubrick, S. R. and Lynchae, J., 2014.
32. Child care quality and children’s cognitive
33. and socio-emotional development: an
34. Australian longitudinal study. Early Child
35. Development and Care.184(7): 977-997
36. Linder, T., 2012, Transdisciplinary play based
37. assessment and intervention in the
38. primary years. Wiley publishing
39. company, New Jersy, United States.
40. pp.123-141
41. Peisner-Feinberg., 2001. The relation of
42. preschool child-care quality to children’s
43. cognitive and social developmental
44. trajectories through second grade. Child
45. Development.72(5):1534-53.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author owns the article's copyright until the article is accepted for publication. After acceptance, the author(s) assigns the article's copyright jointly to both the authors and the Publishers of the Journal of Research ANGRAU (ANGRAU) and licensed under a Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License.
