Emotional, social, and academic adjustment of first graders: what role does the classroom pedagogical and physical context play?
This study proposes a contextual perspective on young students’ relationships, feelings about school, and school adjustment. A case-study methodology was conducted with two contrasting cases, that is, a “traditional” versus an “interactive” classroom. Qualitative data were collected in combination with quantitative data, as multiple sources of evidence were investigated. Mainly, classroom observations, individual interviews with children, and teacher questionnaires regarding each of her pupils and the whole classroom were included. The two classrooms are depicted as contrasting milieus based on pedagogical and physical features. Results showed that children’s classroom experiences in the social (e.g., friendships) and affective (e.g., school liking) dimensions were quite comparable. However, distinct students’ characteristics in the realm of school adjustment were revealed by teachers. Students from the “traditional” classroom showed significantly less competence in classroom participation and learning behaviours. These findings are discussed in relation to the importance of context in the processes of social development and adjustment during the first years of schooling.