A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education

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dc.contributor.authorKhalfaoui Larrañaga, Andrea
dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorVillardón Gallego, Lourdes
dc.date.accessioned2024-11-06T10:45:34Z
dc.date.available2024-11-06T10:45:34Z
dc.date.issued2021
dc.date.updated2024-11-06T10:45:33Z
dc.description.abstractThe 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.en
dc.description.sponsorshipThis research was funded by Basque Government Predoctoral Programme, Grant Number: PRE_1_234en
dc.identifier.citationKhalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2021). A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education [Review of A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education]. Early Childhood Education Journal, 49(1), 71-81. Springer Science and Business Media B.V. https://doi.org/10.1007/S10643-020-01054-4
dc.identifier.doi10.1007/S10643-020-01054-4
dc.identifier.issn1573-1707
dc.identifier.urihttp://hdl.handle.net/20.500.14454/1662
dc.language.isoeng
dc.publisherSpringer Science and Business Media B.V.
dc.rights© The Author(s) 2020
dc.subject.otherClassroom climate
dc.subject.otherCultural diversity
dc.subject.otherEarly childhood education
dc.subject.otherMinority background
dc.subject.otherSystematic review
dc.titleA systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood educationen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.endPage81
oaire.citation.issue1
oaire.citation.startPage71
oaire.citation.titleEarly Childhood Education Journal
oaire.citation.volume49
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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