This is consistent with modern research conducted in the US with 267 children and 93 early educators which showed that children in classrooms characterized by higher levels of emotional support experienced greater improvements in holistic interactions and their closeness with teachers and friends. peers (Moen et al. .2019). The relationship that children have with their teachers and peers builds a classroom atmosphere. Therefore, engaging in quality interactions is crucial to establishing a positive classroom climate, which has also been reported to lead to benefits on cognitive development. Warm, respectful, and emotionally supportive interactions can enhance student learning. Therefore, we identified the following crucial aspects according to the child-teacher relationship: for teachers, knowing the name of each child in the class, greeting students using a moderate tone of voice & ensuring clear budgeting that provides safety, and for children, knowing that their needs & demands are met (Myers and Sheddield 2009; Johnson et al. 2013).
This aspect of a quality child-teacher relationship builds positivity and encourages teachers in classrooms that serve children from minority backgrounds (Howes et al. 2011). Consequently, professional development that provides teachers with the use of the senses to create these interactions contributes to fostering a safe and supportive environment (McNally & Slutsky 2018). Likewise, peer interaction is a key element for fostering children's friendships and positive relationships to foster a safe and respectful classroom environment. Indeed, children's friendships contribute to reducing conflict, increasing student participation, and promoting a safe and respectful classroom environment (Fink and Hugues 2019; Kim 2014, Myers & Sheddield 2009; Hartman & Manfra 2016). This is in accordance with the research conducted by Sang Oh & Lee (2019) regarding the perspective of the friendship of Korean immigrant children in the US; The authors found that children recognized friendship based on qualitative relationships which included respect & showing reciprocal donation. The results of this systematic review are in line with Oh and Lee's (2019) findings on the importance of creating multiple opportunities for relationships and collaboration with diverse peers to encourage mutual respect and learning because mutual respect and learning are essential to promote a positive classroom climate (Reyes). et al. 2012).
Class organization in small groups is a structural aspect that supports children's engagement and involvement in instructional tasks (Howes et al. 2011). These findings are consistent with previous research exploring classrooms catering to a large proportion of Roma preschool students and reporting that exclusive small group organizations, referred to as 'interactive mobs', promote an inclusive and emotionally supportive climate (Aubert et al. 2017). Likewise, the organization of culturally and linguistically diverse classrooms into dissimilar groups takes advantage of the knowledge fund of children and families. This strategy has been proven to be a facilitator of social inclusion & cohesion (Valls & Kyriakides 2013; Reid et al. 2015), as it increases the presence of a child's home culture & family values in the classroom (Souto-Manning and Mitchell 2010). Along these lines, including books, materials or printed environments that reflect cultural diversity stimulate peer dialogue that helps children assert their self-identity and that shows them that they are part of the community in which they live (Bennett et al. 2017; Kim 2016). In the printed environment, which includes posters and decorative artifacts, picture books also contribute to the creation of a supportive literary environment in which children share their experiences from diverse social backgrounds.
Finally, these pedagogical and structural aspects contribute to fostering close and faith-based relationships between teachers and families, which is especially true among cultural minorities (Souto-Manning and Swick 2006; Howes et al. 2013). In addition, Rios-Gonzalez et al. (2019) emphasizes the importance of encouraging continuous conversation between families and teachers so that they can agree on messages & responses given to children to share a positive classroom climate. The results obtained by participants with other studies (Kim 2014, 2016). Contributing to the betterment of people's lives is a priority for educational research. Given that research with social influence has demonstrated the importance of shared knowledge creation through the inclusion of participant voices through egalitarian chatter (SolerGallart 2017), it would be interesting to emphasize the importance of including participant voices in the methodology. Used in studies. Longitudinal studies will also be relevant to explore aspects that affect classroom climate over time. When the participants were preschoolers, participation in the study was very challenging; however, the ethical involvement of young children in research is a child's right in early childhood research (Tisdall 2015).
This is especially relevant when the research topic relates to the well-being of children, for example their involvement in a positive classroom climate. The location of the study can also be interpreted as a limitation of this systematic review, as most of the studies were conducted in the US and included minority populations, such as African Americans or Latinos. Further reality research could address this issue by exploring other minorities in more pluralistic countries to better understand the particular role that cultural diversity plays in fostering a positive classroom climate.
CONCLUSIONS
Teachers greatly influence the development and behavior of students in the classroom. These student behaviors affect how they interact with their peers, and how they are responsible for influencing that behavior. (Adelman & Taylor, 2005, in Lee,), class climate is a perceived environmental quality, which arises from the interaction of various factors such as physical, material, organizational, operational, and social aspects. The teacher must guide the students. The safety and well-being of students is the most important thing to increase social bonds with their peers. As for students with special educational needs, those with special educational needs have behavioral problems, difficulty capturing information, and learning difficulties. Why is that, because they feel more than students who have special educational needs and have high confidence in academic abilities. In this research, the writer uses literature study. Literature study is information that is relevant to the topic or problem that will be or is being researched by the researcher. Overall, eight main aspects related to pedagogical practice and structural aspects emerged based on our analysis, which can be discussed with reference to the existing literature in the field.
The relationship that children have with their teachers and peers builds a classroom atmosphere. Therefore, engaging in quality interactions is crucial to establishing a positive classroom climate, which has also been reported to lead to benefits on cognitive development. 2011). As a result, professional development that provides teachers with the use of their senses to create these interactions contributes to fostering a safe and supportive environment (McNally & Slutsky 2018). Class organization in small groups is a structural aspect that supports children's engagement and engagement on instructional tasks (Howes et al. Along these lines, including books, materials or printed environments that reflect cultural diversity stimulate peer dialogue that helps children -children assert evidence of themselves and that shows them that they are part of the community in which they live (Bennett et al. Finally, this pedagogical and structural aspect contributes to fostering a close and faith-based relationship between teacher and family, which is especially true in between minority cultures (Souto-Manning and Swick 2006; Howes et al. (2019) emphasize the importance of encouraging ongoing conversation between families and teachers so that they can agree on messages & responses given to children to share a positive classroom climate. This is very relevant when the research topic relates to the well-being of children, for example their involvement You are in a positive classroom climate.
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