Creating Positive Learning Environments in Early Childhood Using Teacher-Generated Prosocial Lessons

Abstract

A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend to have fewer behavioral issues. These environments may also act as a buffer against school dropout rates. This study examined whether teaching prosocial lessons to first-grade students in the southeastern United States would create positive learning environments for children who otherwise may not be recognized and accepted by their peers and also examined the relationship of teacher evaluations of observable classroom behaviors by their students with student recognition by peers. This study confirms the relevance of prosocial lessons in the creation of positive learning environments for young students.

The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students

“…For a better understanding of the results, five action lines were drawn corresponding to the main categories and subcategories extracted. These categories and subcategories contributed to a better understanding of the competencies developed by university students during and after the implementation of the S-L experience with a group of unaccompanied minor migrants in Melilla [ 41 ]. The examples provide an overview of the experiences and perceptions of the university students; however, in order to respect their privacy and respect their rights, numerical codes were assigned as previously mentioned.…”

Competencias y Aprendizaje-Servicio mediante actividad física en futuros docentes de inglés (Competences and Physical Activity -based Service-Learning of future Primary School English teachers)

“…Estas categorías y subcategorías contribuyen a una mejor comprensión de las competencias que desarrollan los estudiantes universitarios durante y después de la implementación de la experiencia ApS. Todas ellas contribuyen a crear un entorno de aprendizaje positivo (Johnston et al, 2019), así como a promover la conciencia de la diversidad cultural dentro de la comunidad universitaria.…”

Exploring the Effects of Teachers’ Practices in the Early Childhood Literacy Classroom Environment on Children’s Acquisition of Literacy Skills

“…The typical approach is linked to a positive result that indicates a reliable baseline comparison of 1.0 CFI (comparative fit index) [57][58][59][60]. Consequently, it is evident that the literacy classroom environment includes the available study materials, teachers, and peers who assist the children in achieving their best grades via practices such as developing a system of language writing and alphabetic coding [15,27]. The statistical outcome shows that the learning classroom environment significantly influences acquired literacy skills.…”

“…In such settings, teachers in the classroom provide more child-directed speech to children after their parents, who are their first language teachers, in order to help them gain and learn literacy skills via various teaching practices. Therefore, as asserted by [14][15][16], children's literacy environment is influenced by the quality of the physical environment and the interplay among the children, the teachers, the classroom, and the learning materials in a positive learning environment during early childhood. For instance, children tend to exhibit better learning outcomes if they learn in a classroom where the physical environment is conducive to learning and engaging educational materials are present.…”