Nurturing Classroom Culture: Fostering a Positive Early Childhood Environment

The quality of teacher–child interactions in pre-kindergarten (pre-K) settings plays a critical role in shaping these outcomes (Hamre & Pianta, 2005; Pianta et al., 2012). This qualitative, phenomenological study explored how pre-K teachers perceive and enact their daily interactions with children and how these interactions influence classroom culture and developmental growth. Guided by the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework (CASEL, 2022) the research examined the lived experiences of six early childhood educators within the Driftwood Heights School Corporation (a pseudonym). Data was collected through semi-structured interviews, existing CLASS observation anecdotal notes, and researcher reflections. The findings reveal that teacher–child interactions are deeply relational and shaped by both emotional competence and contextual realities (Burchinal et al., 2008; Jennings & Greenberg, 2009). Participants emphasized emotional regulation, intentional relationships, and child-centered practices as the foundation for effective teaching (Mashburn et al., 2008). They also described the challenges of maintaining consistency amid environmental and systemic demands (Jennings et al., 2017). The study concludes that fostering high-quality interactions requires alignment across teacher preparation, coaching, and organizational systems. Implications are offered for educators, administrators, and policymakers seeking to strengthen classroom culture and support social and emotional learning in early childhood education.