3.2: How the Environment Supports Social Emotional Development

Learning Objectives

After reading this section of the chapter, students will be able to:

• Explain how the classroom environment acts as a 'third teacher' in supporting social-emotional development.

Introduction

The classroom environment plays a critical role in fostering children's social and emotional development. Just as a well-designed space encourages exploration and physical activity to support motor skills, coordination, and overall health, it also facilitates emotional growth and social competence. A thoughtfully arranged environment creates opportunities for children to express themselves, build relationships, and learn to manage their emotions. This environment fosters self-regulation, empathy, and social skills, which are essential for both emotional well-being and successful physical engagement. By fostering both social-emotional and physical development, the classroom supports children's holistic growth, enabling them to thrive in all aspects of life.

As stated in "The Integrated Nature of Learning" by the California Department of Education:

Early childhood teachers design the daily routines as rich opportunities for children to participate actively and to use their emerging skills and ideas in meaningful situations. Equally important are the ways in which teachers use interactions and conversations with children to support learning.   1

The Environment as the "Third Teacher"

The concept of the environment as the 'third teacher' applies to all domains of learning and development. This emphasizes that the classroom environment should not only support physical development but also nurture social and emotional growth. Just as the environment is intentionally designed to promote active play, coordination, and motor skills, it must also provide opportunities for children to engage in emotional expression, peer interactions, and self-regulation. By creating a supportive, responsive environment, children are given the tools to manage emotions, develop empathy, and learn social skills, which in turn helps them to fully engage in physical activities and the learning process as a whole. The environment, as the 'third teacher,' plays a vital role in bridging physical, social, and emotional development.

Encouraging Emotional Expression and Regulation

A classroom environment designed for social and emotional development not only encourages emotional expression but also nurtures self-regulation. Just as physical spaces provide room for movement and exploration, social-emotional areas of the classroom, such as calming spaces or group areas for emotional discussions, help children develop emotional intelligence. When children learn to express and regulate their emotions, they can better engage in physical activities, as emotional regulation directly influences how children manage stress, interact with peers, and take on new challenges.

Social Studies

Social studies lessons on community helpers or emotions across cultures can help children understand how people express and manage their feelings in different contexts. Teachers might introduce stories or puppet shows depicting different emotional situations, helping children discuss and identify feelings, which promotes self-regulation and empathy.

Art

Creating emotion-based artwork or using playdough to express feelings can help children externalize their emotions. Art activities such as painting a 'feeling' or creating a 'calming color' collage can help children identify and express their emotions, further nurturing emotional intelligence.

Music & Movement

In music and movement, using songs that encourage emotional identification (like 'If You’re Happy and You Know It') helps children learn to express emotions through their bodies. This fosters emotional regulation, as children use physical movement to manage feelings like excitement or frustration.

Promoting Social Competence Through Interactions and Play

The classroom environment promotes social competence by offering ample opportunities for peer interactions, which in turn support emotional development. The physical classroom setting, such as cooperative play areas or shared project spaces, encourages children to practice social skills like negotiation, turn-taking, and empathy. These emotional skills are essential for engaging in physical activities that require collaboration, such as team sports, group art projects, or dramatic role-playing.

Social Studies

Social studies activities, such as simple discussions about different communities or historical figures, can help children understand social roles and the importance of empathy. Creating scenarios where children act as family members or community helpers promotes social skills like negotiation, turn-taking, and cooperation. These scenarios also help them recognize and respect emotions within others.

Art

Group art projects allow children to practice social competence as they work together to create something meaningful. In a group mural or collaborative sculpture project, children must negotiate space, share materials, and engage in meaningful discussions, all of which foster empathy and cooperation.

Music & Movement

Group dance activities and musical games promote teamwork and social skills. By moving together to rhythm or singing in a circle, children practice listening to and understanding the needs of others, working collaboratively, and taking turns. For instance, taking turns leading a dance or choosing a song helps children practice social skills in a playful, non-threatening way.

Fostering Independence and Confidence

A child-friendly classroom environment fosters emotional growth by encouraging independence and confidence. Accessible materials empower children to make their own choices, fostering a sense of autonomy. This sense of independence directly translates to their physical development, as children are encouraged to independently engage in activities like using climbing equipment or experimenting with art materials, thus promoting physical and emotional confidence. As children learn to navigate their environment and solve problems on their own, they gain a sense of accomplishment and self-regulation.

Social Studies

Encouraging children to explore the roles of community helpers (such as doctors, firefighters, or teachers) through dramatic play supports confidence-building. When children take on roles, they learn independence by making decisions, solving problems, and learning how to take responsibility for their actions.

Art

Accessible art materials encourage independence as children select their own supplies and decide how to express their ideas. For example, children can create their own emotions wheel, where they select colors that match how they feel, promoting self-awareness and confidence in expressing emotions.

Music & Movement

Providing children with the autonomy to select instruments to play or rhythm games to engage in helps build confidence. Activities like free dancing or spontaneous music-making allow children to take initiative and express themselves, while also developing physical coordination and emotional confidence.

Providing Inclusive and Culturally Responsive Spaces

An inclusive environment that celebrates diversity and promotes cultural awareness helps children feel valued and respected. A classroom that embraces cultural differences through materials and activities provides children with emotional support, allowing them to express themselves confidently. This inclusivity also extends to physical development, as children who feel secure and understood are more likely to engage in physical activities, such as participating in group sports, exploring outdoor spaces, or even trying new physical tasks.

Social Studies

The classroom environment can include culturally diverse materials that help children connect emotionally to different communities. For example, through storytelling, music, and art that reflect different cultural experiences, children learn about the diversity of emotions and cultural norms related to emotional expression. This promotes inclusivity and empathy.

Art

Art activities that reflect diverse cultures help children feel valued. For example, creating a multicultural collage where each child adds a piece that represents their cultural identity helps children express pride in their heritage while also learning about others' backgrounds.

Music & Movement

Incorporating music from different cultures exposes children to diverse emotional expressions and helps them understand that feelings can be expressed in various ways. Singing songs in different languages or moving to rhythms from various parts of the world also teaches children about diversity and empathy in a fun, engaging way.

Outdoor Play and Social-Emotional Growth

Outdoor play is essential for social and emotional development, providing a natural space for children to practice social skills, manage emotions, and explore their environment.

Social Studies

Outdoor play areas that reflect different environments (like urban or rural settings) allow children to simulate real-life scenarios, such as playing store or working together to build a house. These activities promote teamwork, empathy, and emotional regulation as children navigate these roles.

Art

Outdoor art activities can include using natural materials like leaves, sticks, or rocks to express emotions. Children can create nature-based collages that reflect their feelings or environmental influences, helping them to reflect on the emotional aspects of their surroundings.

Music & Movement

Singing songs or playing music outdoors that involve physical movement encourages emotional expression through actions. Songs about animals or nature, combined with outdoor movement, help children express joy or relaxation through sound and motion, enhancing their emotional intelligence.

Integrating Developmental Theories into Classroom Environments[2]

Jean Piaget and the Cognitive Theory:

• Active Learning: Environments should encourage active learning, stimulate skills of inquiry, and promote problem-solving and risk-taking. For example, materials should be placed low on shelves for easy access, and shelves should be labeled with pictures to encourage children to return materials to their proper place. A stimulating environment encourages knowledge seeking and cognitive development.
• Social-Emotional Development: Active learning environments foster independence, confidence, and resilience. Children learn to manage their emotions, develop a positive self-concept, and build social skills through collaborative activities.

Lev Vygotsky and the Sociocultural Theory:

• Meaningful Interactions: Environments should provide opportunities for meaningful interactions that challenge children within their zone of proximal development (ZPD) and include scaffolding through child-child and child-adult interactions.
• Social-Emotional Development: Collaborative learning and social interactions promote empathy, communication skills, and emotional regulation. Children learn to understand and respect others' perspectives, which enhances their social competence.

Behavioral Theory:

• Consistent Routines: Daily routines must be consistent, and expectations of behavior should be clearly defined.
• Social-Emotional Development: Consistent routines and clear expectations help children feel secure and understand what is expected of them, promoting positive behavior and emotional regulation.

Erik Erikson:

• Trust and Autonomy: Environments should provide opportunities for children to develop feelings of trustworthiness, autonomy, and initiative. The environment should include areas where children feel safe, can play independently, and make choices throughout the day.
• Social-Emotional Development: Trust, autonomy, and initiative are foundational for emotional well-being. Children who feel safe and capable are more likely to develop a positive self-image and engage confidently in social interactions.

Visual Representation of Social-Emotional Learning in Classroom Areas

Social Emotional Learning by Classroom Area

Classroom Area	Encouraging Emotional Expression and Regulation	Promoting Social Competence Through Interactions and Play	Fostering Independence and Confidence	Providing Inclusive and Culturally Responsive Spaces
Social Studies	Role-play cultural celebrations, mimic greetings, and act as community members	Discuss different communities, act as family members, or community helpers	Explore the roles of community helpers through dramatic play	Use culturally diverse materials, storytelling, music, and art
Art	Create emotion masks, draw self-portraits, and use diverse materials	Group murals, collaborative sculpture projects	Select your own supplies, create an emotions wheel	Create multicultural collages reflecting cultural identity
Music & Movement	Sing songs from different cultures, and dance to various musical styles	Group dance activities, musical games	Select instruments to play, and engage in rhythm games	Incorporate music from different cultures, and sing songs in different languages
Outdoor Play	Simulate real-life scenarios, play store, build a house	Use natural materials to express emotions, create nature-based collages	Sing songs or play music outdoors with physical movement

References

1] The Integrated Nature of Learning by the California Department of Education is used with permission (pg. 19-21)

[2] Content by Kristin Beeve is licensed under CC BY 4.0