How School Environment Influence On The Child Development

school environment

The term “school environment” refers to all of the human and material resources available at the school to a child, which he or she can see, hear, touch, smell, taste, feel, and respond to. Teachers, schoolchildren, school buildings, school compound, classrooms, other school workers, games and sporting equipment, facilities and fields, recreational facilities, teaching and learning materials, the arrangement of seats and desks in the classroom, ventilation, the nature and position of the chalkboard, and the pattern of relationship between school administrators and teachers, teachers and teachers, and teachers and students are examples. These materials form the educational environment and have an impact on the physical, mental, social, emotional, and personality development of students.

school environment

When the school provides a favorable stimulating atmosphere, the school environment plays a vital part in the child’s formation of good attitudes. The setting will not be conducive to learning if the school provides feelings of insecurity, lack of discipline, partiality, lack of facilities, lack of guidance, deficient curriculum contents, and an examination system. It will then lead to juvenile delinquency.

How School Environment  Favorably or Negatively Affect The Development of Student

Child’s Physical Development

There are two components to a child’s physical development: gross motor skill development (through throwing, sprinting, and jumping activities) and fine motor skill development (by manipulating small items, toys, tying shoe laces, drawing, and so on). To develop physically, the kid should engage in a variety of activities that require the use of all of his or her limbs and full body. Children enjoy jumping, crossing a dwarf wall, walking across sticks, playing with balls, pet animals such as dogs, cats, and bunnies, climbing small trees, playing on swings and roles, and tinkering with antique bicycles and motor tires. The school should create a stimulating atmosphere for children that includes opportunities for physical activity and development. The school should set aside hours for physical training during which children feel free to engage in activities of their choice; as a result of such physical exercises, their limbs develop nicely.

As children progress through their developmental process, it becomes increasingly important that leisure facilities, discussion areas, games and sports fields, equipment and materials, and libraries be made available in schools to ensure a proper child development.

Child intellectual or mental development: Piaget, a famous psychologist who researched children’s intellectual development, indicated to us that children’s intellectual or mental growth progresses in phases. He outlined four stages, which are as follows:

Sensory Motor Stage (0-2 years of age)

At this stage, the kid learns about his or her surroundings through the use of his or her senses (sensory) and movement (motor). To learn about something, the child touches it and puts it in his or her mouth. The most important lesson the body learns is that items have permanency. If the child needs to know about the world, the world must exist whether or not the youngster sees it. Following this step is.

Pre-operational Phase (2-7 years)

The youngster becomes more immersed in the world of items and people. Language and imaginative play help to develop the ability to represent things. The child’s mental ability is irreversible. For example, a child may add 2 and 4 to get 6, but he may not realize that 6-4 equals 2 unless he has previously been taught the concept.

Stage of Concrete Operations (7-11 years)

At this time, children become rational, and they can classify objects logically. External arrangements no longer fool them. They learn about conservation and the fact that certain properties of items do not change even when they are rearranged. The child, on the other hand, only thinks about concrete items.

The Stage of Formal Operations (11-18 years)

At this age, children can think abstractly about the world. They can reason about things without using tangible objects, and their approach to problem-solving is more logical. They can generate hypotheses or make scientific estimates based on observations of happenings. These can be seen in both academic and non-academic settings.

The implications of a child’s intellectual growth include that the teacher, as a component of the school environment, should;

  • Provide exciting situations and an environment that promotes intellectual functioning.
  • Assist students at all levels of the school in classifying objects and thoughts.
  • Assist students in forming and maintaining various types of connections.
  • Arranging and linking objects in a series, in a hierarchy, comparing part with the whole, and so on.
  • Encourage children to practice problem-solving. The teacher should be directed to look for and find difficulties, as well as try out potential remedies.
  • He should provide stimulating objects for the youngster to play with in order to accelerate the child’s conservation abilities.
  • Give the youngster practice in transforming concepts into various styles of expression.
  • The instructor should encourage individual and small group work to help students develop independence, think critically, and seek information.
  • The teacher should encourage students to monitor their own thinking, primarily by determining the outcome of their reasoning.

Social Development

Social development is the development of social competencies such as linguistic, physical, sharing, and constraint abilities that allow for effective contact with others.

Verbal skills include knowing how to talk to different people on different occasions, asking questions, and thanking others for favors. This is a difficult skill that children must learn. In our country, greeting persons of different ages or ranks on different occasions and at different times of the day might be difficult. Even while the home provides a foundation for children, the school must go above and beyond. Among these abilities are:

Physical skill

Physical gestures and body motions are used in interaction circumstances. Touching, holding and shaking hands, embracing, placing an arm around the child’s shoulder, and other gestures are used to improve interaction, and the youngster must learn how to utilize them responsibly. We can utilize eye contact to communicate between parents and children or between friends. We can utilize body movement to recognize age, and status, and to express gratitude. Bowing, bending, kneeling, lying down, a hand clasp, two hands behind the back, and so on are examples of these.

Sharing ability

The ability to give and receive with tact and grace. It must be learned that helping others and taking turns surely help to smooth out social relations. Individuals who lack this talent do not take turns but instead jump queries.

Restraining Talent

This restraint talent allows us to tolerate other people’s points of view and differences. Children must develop these social skills in order to avoid squabbles and self-centeredness and to moderate their resentments.

Emotional Development

Emotion refers to the organism’s agitated state, which includes both internal and outward changes in the body. Simply described, emotions are external manifestations of interior sentiments triggered by our own and others’ behavior. Emotions such as love, fear, wrath, laughter, and tears can all be expressed, and these emotions can influence human behavior to some level. Emotions can also include joy or sadness.

The following factors may contribute to the development of emotion in school-aged children;

Worry

Worry is an illusory fear Worry or phantom fear in school children is created by a repeated reoccurrence in the child’s imagination of the feared circumstance. Exams, weekly assessments, and sometimes the partial treatment of the class teacher are among the things that schoolchildren fear.

Love

Schoolchildren are strongly associated with the emotion of love. It begins in infancy and continues throughout the organism’s existence.

Anger

Anger is a trained reaction to environmental stimuli. Schoolchildren are typically prone to rage.

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