Early Childhood Student–Teacher Relationships: What is the Role of Classroom Climate for Children Who are Disadvantaged?

Moen, Amanda L.; Sheridan, Susan M.; Schumacher, Rachel; Cheng, Kuan Chen

doi:10.1007/s10643-019-00931-x

Cited by 22 publications

(16 citation statements)

References 46 publications

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“…Similarly, the concept of "authentic instruction" emphasizes the importance of the social and emotional aspects of learning that teachers should guarantee (Reyes et al 2012), such as by offering adjusted feedback and ensuring conceptual development and productivity (Howes et al 2013). This is consistent with a recent study conducted in the US with 267 children and 93 early educators that showed that children in classrooms characterized by higher levels of emotional support experienced greater improvement in their overall relationships and closeness with the teacher and their peers (Moen et al 2019).…”

Section: Resultssupporting

confidence: 68%

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Khalfaoui

García-Carrión

Villardón-Gallego

2020

Early Childhood Educ J

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The risk for many young children from minority backgrounds of being excluded from a quality education might be reduced through the creation of a positive classroom climate. A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early childhood education settings. Following a systematic review procedure, 14 articles were selected and included in the analysis. The findings indicate that eight aspects contribute to a positive climate in these settings: on the one hand, pedagogical practices, including increased instructional time, teacher-student supportive interactions, peer interactions and friendship, child engagement, teacher training on emotionally supportive environments and teacher-family trust-based relationships, and on the other hand, structural aspects, including small peer groups and materials shared among children. This evidence may be used to foster a classroom climate that enhances learning processes and social development in multicultural preschool groups. However, more research is needed to better understand the particular role that cultural diversity plays in the classroom climate.

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Section: Resultssupporting

confidence: 68%

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Khalfaoui

García-Carrión

Villardón-Gallego

2020

Early Childhood Educ J

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“…Therefore, they seek other sources of support (Worku Mengisto & Horenczyk, 2019 ). The professional literature (Moen et al, 2019 ; Tan et al, 2019 ) shows that one of the main support systems for these students are their schools, in general, and more specifically their perceived educational climate at school. In addition, the adolescence period contains various challenges: physical, emotional, social, educational, and others (Lovell & White, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Optimal educational climate among students at risk: the role of teachers’ work attitudes

2021

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One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect students’ resilience. Therefore, the main aim of this study was to shed light on the relationships between teacher-level (affective and continuance organizational commitment, professional commitment, burnout, and job characteristics) and student-level variables (optimal educational climate, OEC: the needs of belonging, respect from others, autonomy, self-efficacy, and self-fulfillment), as OEC is viewed as a main source of students’ psychological resilience. A sample of 243 teachers and 1777 10th-grade students from 44 nationwide secondary schools in Israel participated in this study. The study included the entire population of this selected cohort. Using hierarchical linear model (HLM) coefficient models, we found two major factors that significantly predicted students’ OEC: teachers’ affective organizational commitment and teachers’ job characteristics. These findings indicate that schools may serve as a protective factor for students at risk, since schools can strengthen teachers’ affective abilities in order to ensure their students’ psychological resilience. These findings are especially important when working with students at risk, who tend to be exposed to a wider range of stress factors, both individually and academically. The importance of these relationships becomes even greater considering the effects of the COVID-19 epidemic, which has had a significant global impact on many aspects, including students’ relationships with schools and teachers.

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“…Iklim kelas adalah factor penting dalam mendukung terselenggaranya kegiatan belajar mengajar yang efektif. Iklim kelas meliputi proses pembelajaran dan kualitas interaksi antara guru dan siswa (Moen, Sheridan, Schumacher, & Cheng, 2019). Kondisi dan latar belakang sekolah untuk siswa berkebutuhan khusus tentu membutuhkan sarana dan prasarana lebih untuk mendukung kesuksesan siswa.…”

Section: Pendahuluanunclassified

Pemberdayaan Masyarakat Melalui Praktek Komunikasi Interpersonal Kepada Guru di SLB BC Autis Yayasan Bina Asih

Purworini

Savira

Sholihah

2020

JPPM

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Yayasan Bina Asih Surakarta yang memiliki siswa-siswa berkebutuhan khusus, yaitu tuna rungu, tuna wicara, tuna grahita, autis, dan anak-anak yang memiliki IQ di bawah standar. Pelatihan ini bertujuan meningkatkan pengetahuan guru dalam menerapkan keterampilan komunikasi antar pribadi kepada siswa. Metode yang digunakan adalah ceramah, diskusi, serta praktek mengajar menggambar dan mewarnai. Hasil kegiatan menunjukkan ada peningkatan keterampilan guru dalam menerapkan komunikasi interpersonal sebagai proses penyampaian materi ajar di kelas. Kedekatan personal guru membuat siswa lebih fokus dalam menyelesaikan tugas. Kegiatan ini juga membuat guru mampu mengidentifikasi kemampuan menggambar dan mewarnai siswa.

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Early Childhood Student–Teacher Relationships: What is the Role of Classroom Climate for Children Who are Disadvantaged?

Cited by 22 publications

References 46 publications

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Optimal educational climate among students at risk: the role of teachers’ work attitudes

Pemberdayaan Masyarakat Melalui Praktek Komunikasi Interpersonal Kepada Guru di SLB BC Autis Yayasan Bina Asih

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