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Full Project – The Impact of teacher’s classroom behaviour on Early Childhood Learning Curve

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Chapter One:

INTRODUCTION

1.1 Background of the study

A child’s intellectual, social, and emotional growth may be greatly influenced by their experiences in early childhood education. In this light, it has become clear that instructors’ actions in the classroom may have a major impact on the development of their students. To develop efficient teaching methods and guarantee the best possible results for young students, it is crucial to appreciate the significance of teachers’ actions in the classroom.

A teacher’s classroom behaviour involves several factors, including instructional methods, communication style, classroom management strategies, and the general learning atmosphere. A child’s interest, motivation, and intelligence may all be affected by these circumstances. Learning results in early childhood education have been shown to increase when teachers exhibit positive behaviours such as delivering clear instructions, providing support and encouragement, and building a happy and inclusive classroom atmosphere.

It has been shown in a number of studies that teachers have a profound effect on their young pupils’ development and learning. Salah (2015) state that children’s intellectual and social-emotional growth is promoted by good teacher-student interactions and nurturing school settings. The results of this study provide more evidence that instructors’ actions in the classroom have a significant impact on students’ ability to learn.

Adele et al. (2017) found that a pleasant learning environment generated by instructors who displayed warm and loving behaviours increased students’ motivation and engagement. Contrarily, it was shown that instructors who exhibited negative behaviours, such as severe punishment or a lack of response, stifled students’ academic development. This underscores the relevance of instructors’ classroom behaviour in moulding the learning experiences of young children.

Teacher-student connections are also important in the early years of school, according to studies by Johnson and Smith (2018). Researchers have shown that productive interactions between teachers and their students lead to improved student motivation, performance, and well-being. However, poor student performance and behavioural issues have been associated with unfavourable teacher-student interactions. These results stress the value of instructors’ actions in fostering a favourable learning environment.

Teaching methods are another way in which teachers’ actions in the classroom may have an effect on the development of young children. Children’s learning and retention may be improved by the use of effective instructional tactics, such as instructors who provide clear explanations, use visual aids, and include hands-on activities, as stated by Cahil and Davis (2016). Ineffective teaching methods, on the other hand, may actually slow down students’ development. As a result, the instructional tactics chosen and used by instructors have a significant impact on how children learn in the preschool years.

Not only do teachers’ actions in the classroom affect children’s academic performance, but they also have a far-reaching impact on their development and learning. Teachers who foster cooperative learning and a safe and supportive classroom environment benefit their students’ social and emotional development, according to the work of Wilson et al. (2019). Negative behaviours shown by instructors, such as favouritism or aggressiveness, may have the opposite effect and stunt students’ social and emotional development. It’s a reminder that educators’ actions matter much in creating classroom communities where everyone feels safe and welcome.

In conclusion, it cannot be denied that teachers’ actions in the classroom have a significant bearing on the development of their young charges. Improved learning results for young students may be attributed to several factors, including positive teacher-student relationships, nurturing classroom settings, nurturing teacher behaviours, effective teaching practises, and the fostering of students’ social and emotional development. The importance of teachers’ actions cannot be overstated, and it is imperative that educators and legislators give teachers with the resources and training they need to provide stimulating classrooms and enriching learning experiences for their youngest pupils.

1.2 Statement of Problem

A teacher’s harsh or improper behaviour in class might have a detrimental impact on a student’s ability to learn. Such actions could include things like favouritism, indifference to students’ needs, harsh punishment, or a lack of classroom structure and organisation. These actions may slow a child’s progress in school by causing them to lose interest, become disengaged, and even experience emotional discomfort.

A teacher’s demeanour in the classroom may be influenced by their own personal views and values as well as their own and the school’s organisational culture. To improve the early childhood learning curve, it is essential to first identify possible areas for change and then apply effective interventions to improve teacher behaviour.

There is a need for additional early childhood education-specific studies despite the fact that there is already research on the influence of teacher behaviour on student outcomes. This study seeks to address this knowledge gap by investigating how teachers’ in-class actions affect their young students’ development. The results will aid in the formulation of policies and practises based on solid research that encourage constructive conduct among educators and improve the quality of education for young children.

1.3 Purpose of the study

1.4 Significance of the study

1.5 Scope of the study

1.6 Research questions

Chapter Two:

REVIEW OF THE RELATED LITERATURE

Chapter Three:

METHODOLOGY

3.1 Design of the study

3.2 Area of the study

3.3 Population of the study

3.4 Sample and Sampling Technique

3.5 Instrumentation

3.6 Validity of the Instrument

3.7 Administration of the Instrument

3.8 Method of Data Analysis

Chapter Four:

DATA PRESENTATION AND RESULTS

Data Analysis

Chapter Five:

DISCUSSION OF RESULT, CONCLUSION AND RECOMMENDATIONS

5.1 Discussion of the Research Findings

5.2 Conclusion

5.3 Education Implication Finding

5.4 Limitation of the Study

5.5 Recommendations

5.6 Suggestion for further Studies

References

Appendix I

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