EVALUATION EFFECT OF CLASSROOM ENVIRONMENT ON CHILDREN SOCIAL DEVELOPMENT

Children’s social development is profoundly influenced by the educational setting. Children spend a great deal of time at school, and the atmosphere there may either help or hurt their social development. By analyzing existing data, this literature review seeks to assess how classroom dynamics affect students’ interpersonal growth.

There are a number of ways in which the school environment might influence children’s social growth. Children are more likely to get along and have fewer disagreements if the classroom is well-organized and has plenty of space for them to move about in. When youngsters are stressed and frustrated, it might have a detrimental effect on their social conduct (Pianta & Stuhlman, 2004). Children’s interactions with one another may also be affected by the classroom arrangement. A standard row sitting arrangement, on the other hand, can be detrimental to children’s ability to communicate and work together (Baines et al., 2010).

Children’s social development is profoundly influenced by the relationships between teachers and students. Children’s self-esteem and social skills can benefit from positive interactions including praise, encouragement, and support. Pianta and Stuhlman (2004) found that children’s self-esteem and social development were negatively impacted by negative interactions such as criticism, punishment, and neglect. Academic success, which in turn affects children’s social conduct, is impacted by the quality of teacher-student interactions (Hamre & Pianta, 2005).

The bonds that children build with their peers are also essential to their personal and social growth. Children’s social and emotional development can benefit from having positive peer interactions. Negative peer interactions, on the other hand, can harm children’s social development and lead to social difficulties (Ladd & Troop-Gordon, 2003). Positive or negative interactions among children can be influenced by the school setting (Baines et al., 2010).

Another important component that might influence children’s social growth is classroom management. Teaching students the norms of the classroom, enforcing those rules consistently, and rewarding good behavior are all examples of effective classroom management practices (Emmer & Stough, 2001). However, children’s social development can be stunted by inefficient classroom management techniques including ambiguous norms and expectations, inconsistent penalties, and negative reinforcement.

Finally, the classroom is an important factor in the social development of children. Children’s social conduct may be significantly impacted by the classroom environment, including the physical layout, interactions between teachers and students, quality of peer connections, and classroom management. Children’s social and emotional development can be aided by a nurturing educational setting that encourages constructive peer relationships. On the other hand, if they aren’t present in the classroom, it might have a detrimental impact on their social development and perhaps lead to behavioral issues. Therefore, it is crucial to cultivate a supportive classroom setting that encourages students’ personal and interpersonal development.

References:

Baines, E., Blatchford, P., & Kutnick, P. (2010). Changes in grouping practices over primary and secondary school: implications for classroom management and teacher stress. British Educational Research Journal, 36(5), 755-771.

Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.

Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967.

Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74(5), 1344-1367.

Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444-458.

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