NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1082911
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1350-293X
The Relationship between Kindergarten Classroom Environment and Children's Engagement
Aydogan, Canan; Farran, Dale C.; Sagsöz, Gülseren
European Early Childhood Education Research Journal, v23 n5 p604-618 2015
The primary aim of the present study was to examine the way in which instructional and emotional aspects of teacher support combined to predict children's engagement in learning-related activities in kindergarten classrooms that served a socio-economically diverse population of children. Observations were conducted on teachers and children in 45 classrooms. Results revealed that instructional and emotional support in combination were predictive of the intensity of children's learning engagement. The effect of instructional practices was contingent on the emotional tone of the classroom. The instructional practices had larger effects on the mean level of engagement in classrooms with more positive emotional tone. The study has critical implications for future research in terms of classroom environments supporting children's learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A