Fostering Classroom Communities

For this second assignment I have been asked to review a dissertation that shares information about the importance of positive environments within early childhood classrooms. After an extended search throughout the Walden Library, I was unable to locate an actual dissertation on the subject; but I was able to find an article which I felt was very relevant to the subject at hand from that particular Walden site. Hopefully with future assignments, or even a bit of help from you, my colleagues (through blog posts), I will be able to locate dissertations in the very near future.

            The title of the article that I found was Temperament, Family Environment and Anxiety in Preschool Children. The body of research used a total of 202 preschool participants to examine the relationship behavioral inhibition, family environment and anxiety. The types of family environments that were focused on were as follows; negative and over-involved parenting styles, parent-child attachment, and parental anxiety. The ages of the participants were between 3-4 and out of 202, 101 were male participants. The methodology used was thorough and included data from many observations, interviews, and questionnaires.  The results showed that children who are exposed to anxiety within the womb and within their environment after birth, are significantly more likely to meet criteria for a range of anxiety diagnoses.

            Three resources used by the author were interviews, questionnaires, and observations. For this study in particular, fathers were asked to complete a single questionnaire, which measured anxiety symptoms. Questionnaires help in analyzing data for an anxiety diagnosis. Hudson, Dodd, & Bovopoulos (2011) shares that “All mothers were interviewed using the Anxiety Disorders Interview Schedule for DSMIV, Parent Version” (p. 4). Interviews were good for this study because it gave researchers the opportunity for open-ended questions. Having open-ended questions allows the researcher to produce an authentic representation of what is actually occurring within the preschoolers’ home environment. Finally, an observation was conducted with this study through speech preparation. Each child had to prepare a 1 minute speech, while the parents had to prepare a 3 minute one. Observing these speeches allowed the researchers to grasp how severe or non-severe anxiety was for each child/parent.

            This study has definitely taught me a different avenue of why positive class environments are good for young children. Through past lessons, I have been taught that a classroom should always be welcoming and inviting for young children and their families. For example, colors are always an important component of promoting positivity within a center as well as classroom. Freeman, Decker, & Decker (2013) states that preschoolers aged 3-5 have distinct preferences for colors throughout centers. “They prefer cool colors such as blue, green, and light purple over warm colors such as orange, red, and yellow” (p. 137). Today, I was able to see one of the many reasons why an environment should be inviting for the young children that we serve on a daily basis.

 For children with anxiety issues, building communication skills may present a problem.  Teachers should always show warmth and understanding to any child that may display anxiety issues.  For personal interaction to blossom, the day must be planned and paced so that there are many opportunities for person-to-person encounters, for listening, and for conversing.  Teachers should also make a conscious effort to reach out to every individual child.

Creating an encouraging classroom involves many details that must be followed in order to create a positive learning environment. Teachers could ensure a positive climate for those that suffer with anxiety by developing a schedule that should be followed daily and assurance that a routine is developed.  Schedules and routines are a must in a preschool classroom.  When children are on a routine, they feel more comfortable, safe, and secure because they know what to expect next.  Schedules represent the big picture or the main activities to be completed daily.  Whereas, routines represents the steps done to complete the schedule.  Teachers should also ensure that lines of communication are open for parents and their children. When it comes to communication, children often identify very strongly with their families.  When teachers make family members feel welcome, the child will feel the same, in return. Finally, when speaking of the environment literally, as I did with color schemes above; I feel that lighting is another important issue for those children with issues such as anxiety. Natural sunlight is great for many things, and promoting happiness is one of the most important things for families who suffer with anxiety. Freeman, Decker, & Decker (2013) states “Natural light from large windows, balconies, and porches improves children’s and adults moods, reduces fatigue and eyestrain, helps the body maintain circadian rhythms, destroys bacteria and mold, and is a source of vitamin D” (p. 134). Including natural light within the classroom would be another excellent way to promote positivity naturally within the classroom. As long as these steps are followed, preschoolers as well as their anxious parents should feel comfortable in trusting their atmosphere as well as the people in it.

 References

Freeman, N. K., Decker, C. A., & Decker, J. R. (2013). Planning and administering early

            childhood programs (10th ed.). Boston, MA: Prentice Hall

Hudson, J. L., Dodd, H. F., & Bovopoulos, N. (2011). Temperament, Family Environment and

            Anxiety in Preschool Children. Journal Of Abnormal Child Psychology, 39(7), 939-951.