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

Autor/inn/en	Khalfaoui, Andrea; García-Carrión, Rocío; Villardón-Gallego, Lourdes
Titel	A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education
Quelle	In: Early Childhood Education Journal, 49 (2021) 1, S.71-81 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khalfaoui, Andrea) ORCID (García-Carrión, Rocío) ORCID (Villardón-Gallego, Lourdes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01054-4
Schlagwörter	Classroom Environment; Cultural Pluralism; Early Childhood Education; Educational Quality; Teaching Methods; Peer Relationship; Parent Teacher Cooperation; Trust (Psychology); Minority Group Students; Teacher Student Relationship; Friendship; Social Development; Role + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Kulturpluralismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Freundschaft; Soziale Entwicklung; Rollen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01