CREATING A POSITIVE LEARNING ENVIRONMENT TO DEVELOP SELF-CONFIDENCE IN EARLY CHILDHOOD

Abstract

      This research on creating a positive learning atmosphere to develop self-confidence in early childhood children aimed to study the effects of creating a positive learning atmosphere on developing self-confidence in early childhood children. The sample group consisted of 16 preschool children (both boys and girls), aged 3–4 years, studying in Kindergarten 2, Semester 1, Academic Year 2025, at the Demonstration School, Early Childhood Department, Faculty of Education and Human Development, from 1 classroom. The sample was selected using purposive sampling. The research instruments included 24 positive learning experience plans and an observation form for assessing children's self-confidence behavior. The study followed a semi-experimental research design, specifically the One-Group Pretest-Posttest Design. Data were analyzed using mean and standard deviation.

      The results showed that before the experiment, the overall mean score of the three assessment areas (M=1.53, SD=0.50) was low, and after the experiment, the mean score (M=2.51, SD=0.49) was high. Consistent with the hypothesis, early childhood who received positive learning experiences had higher self-confidence in early childhood behavior. In conclusion, this research proved that creating a positive learning atmosphere can effectively develop self-confidence in early childhood through organizing systematic activities, using appropriate learning principles, and creating a psychologically safe environment. The research results were consistent with the hypothesis, with children developing increased self-confidence in all areas, which will serve as an important foundation for future learning and development.