Environmental personalization and elementary school children's self-esteem

Abstract

Prior research indicates that the physical classroom environment has the potential to affect children's behaviors, academic performance, and cognitive development. However, less is understood about the effect on the socio-emotional development of children. This study investigates the potential role of one aspect of the classroom's physical environment, personalization displays, on children's self-esteem. The study employed a classroom intervention in a quasi-experiment to examine the effects of increasing environmental personalization on children's self-esteem. Thirty-eight kindergarteners and first graders in six classrooms of two elementary schools in a rural community of a north-eastern state were assessed on pretests and post-tests of the Self-Esteem Index (SEI) scale and the Children's Inventory of Self-Esteem (CISE) scale. The findings were mixed but encouraging. On both measures of self-esteem, there was a significant positive effect of classroom personalization for first graders. However, for kindergarteners there was a significant positive effect for only one measure, the CISE. Although there are limitations with the study design, the findings suggest that young children's self-esteem may be influenced and enhanced by specific aspects of the classroom's physical environment.