THE EDITOR, Sir:
WHEN YOUNG children interact with their learning environment, it should be a pleasant and rewarding experience. The environment should evoke in children, feelings of security and acceptance. A favourable classroom climate is important in promoting wholesome growth and development. The affective environment, which refers to the tone, feeling and atmosphere of the classroom, is something that children sense the moment they walk through the door. The learning community within the classroom should therefore support democratic values that reflect the freedom to share ideas, solve problems, explore, and ask questions. Where there is a positive classroom climate freedom is experienced and lived by every child.
If early childhood environments were to boast rigidity and 'coldness' where children are not free to shine, this would promote silence, and garner a culture of fear in children. In these classrooms, the 'chalk and talk' method of instruction would be the teacher's best friend, and children would be seen as being good, only when they are silent. The freedom to explore and investigate would be hindered by disapproving glances and glares. How unfortunate it would be for our little ones, if we forgot to care.
As an early childhood educator and advocate, it breaks my heart to even conceptualise the kind of emotional fear that young children would face everyday, if the affective environment is unfriendly and unwelcoming.
Teachers, let us continue to give our children numerous opportunities to engage in trial and error because they should not feel threatened if they are unsuccessful at a task, but instead, feel motivated to try again.
I am, etc.,
JULENE McLAUGHLIN
Early Childhood Educator
jmclaughlin28@hotmail.com
