Preschool teachers’ understanding of the concept of responsive environment and its implication on classroom practices

Abstract

A conducive and responsive learning environment is really important in helping children to develop their academic achievement, social interaction and emotional intelligence. This study employed semi-structured, in-depth interview method in its attempt to explore three preschool teachers’ understanding of responsive teaching, and to identify their strategies or approaches in responding to the children’s need in the class. Finding from this study outlined three important characteristics that constitute responsive environment, namely; conducive environment, positive teacher- child relationship, and play. Respondents reported that responsive environment as applied in the classroom resulted in a fun and active learning, and nurturance of positive attitude.