Teacher management practices and kindergarten children's perception of positive classroom climate

Abstract

This study investigated play, social interaction, choice, movement, and manipulation of materials in the kindergrden classroom and their relationship to children's perception of the classroom climate. Initially, children in 20 kindergartens were administered the My Class Inventory (MCI), a high inference climate instrument. An analysis of MCI scores identified two of these classrooms that represented extremes in perceived climate. They were significantly different along the MCI dimensions of friction and satisfaction. The researcher then observed in these two classrooms for a period of six weeks. The observations were guided by the hypotheses that play, social interaction, choice, movement, and manipulation of materials are related to more positive climate in kindergarten. The observer noted children's behaviors and teacher management practices that influenced these activities. However, a naturalistic paradigm was adopted, making these hypotheses starting places. Field notes were taken, descriptions of the two classrooms written, and a qualitative analysis done to determine differences in the two classes.Analysis showed that the provision for these activities was not what distinguished the two classrooms. Both teachers provided many opportunities for children to be involved in play with each other and with materials. What emerged from the analysis was that differences in perception of friction and satisfaction seem to be influenced by the organization of materials and clear expectations guiding these activities. These factors contribute to smooth running classrooms and high congruence between the teachers' expectations and the children's behaviors.