The effects of school climate on early childhood education: A systematic review
DOI:
https://doi.org/10.18222/eae.v36.12157Keywords:
School Climate, Early Childhood Education, Cognitive Development, Systematic ReviewAbstract
This article is one of several studies that seek possible associations between school climate and cognitive/academic development, aiming to investigate this relationship in early childhood education. We conducted a systematic review of articles addressing the relationship between school climate and educational outcomes in early childhood education. After conducting the search and applying the inclusion and exclusion criteria, we selected nine articles with rigorous conceptual definitions and measurements of school climate for in-depth analysis. In the analysis of the statistical models developed by the studies, we highlight the association between the “teaching and learning” dimension and the “relational” dimension and the cognitive/academic development of young children.
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