Project – Teachers’ Classroom Management Practices and Social-Emotional Development of Preschool Children: A Study of Selected Nursery Schools in Enugu East Local Government Area, Enugu State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Early childhood represents one of the most important stages in human development because experiences during the early years provide the foundation upon which later cognitive, emotional, social, behavioural and educational development is built. The preschool period is particularly significant because children between approximately three and five years are developing rapidly in language, self-regulation, social interaction, emotional expression, independence and understanding of social expectations. The quality of experiences provided to children during this period can therefore influence their adjustment to formal schooling and their relationships with adults and peers. UNESCO (2025) describes early childhood care and education as a critical period because of the substantial brain development that occurs during the early years and notes that quality early childhood education can establish foundations for learning, health, social-emotional development and later life outcomes.

Preschool education is not limited to teaching children basic academic concepts such as letters, numbers, colours and shapes. It is expected to provide children with opportunities to develop socially and emotionally, acquire appropriate behavioural patterns, communicate effectively, cooperate with others, develop confidence and learn to regulate their emotions. At this level, children learn through relationships, play, exploration, imitation, communication and participation in structured and unstructured activities. Consequently, the classroom environment and the quality of teacher-child relationships become central components of the educational experiences of preschool children. Developmentally appropriate practice emphasises learning environments that protect and promote children’s physical, cognitive, social and emotional well-being while recognising children as individuals with different strengths, backgrounds and developmental needs (NAEYC, 2020).

In Nigeria, the importance of early childhood education is recognised within the national education system. The Federal Republic of Nigeria (2013), through the National Policy on Education, provides a framework for the provision and administration of education, including early childhood and pre-primary education. The policy recognises the importance of early childhood education in preparing children for primary education and promoting appropriate developmental experiences. This policy direction places responsibilities on teachers and educational institutions to provide environments in which young children can learn and develop effectively. However, the existence of a policy framework does not automatically guarantee that preschool children experience high-quality classroom environments. The actual quality of early childhood education depends considerably on the competence of teachers, availability of facilities and resources, instructional practices, teacher-child relationships and the ways classrooms are organised and managed.

One of the important factors influencing the quality of preschool education is classroom management. Classroom management refers broadly to the processes through which teachers organise the physical environment, establish routines and expectations, manage children’s behaviour, facilitate learning activities, regulate transitions and create an environment that supports children’s participation and development. Effective classroom management is therefore more than controlling children’s behaviour. It involves creating a predictable, safe, stimulating and emotionally supportive environment in which children understand what is expected of them and receive appropriate guidance when they encounter difficulties.

For preschool teachers, classroom management is particularly important because young children are still developing self-control, emotional regulation, communication skills and the ability to understand social rules. A preschool classroom may contain children with different temperaments, levels of language development, family backgrounds and behavioural patterns. Some children may find it difficult to wait for their turn, share materials, remain engaged in an activity, respond appropriately to instructions or resolve conflicts with peers. Such behaviours are often part of normal development, but the manner in which teachers respond to them can either support or hinder children’s social and emotional growth. Consequently, effective classroom management at the preschool level should combine structure and consistency with warmth, patience, responsiveness and respect for children’s developmental needs.

Classroom management practices can take several forms. These include classroom organisation, establishment of routines, setting of behavioural expectations, positive reinforcement, monitoring of children’s behaviour, appropriate correction of unacceptable behaviour, management of transitions, effective use of learning time, arrangement of learning centres, teacher-child communication and promotion of cooperative activities. These practices are interconnected. For example, a classroom with clearly established routines can reduce confusion and unnecessary disruptive behaviour, while appropriate classroom organisation can make it easier for children to participate independently in learning activities. Similarly, a teacher who uses positive communication and encouragement can help children understand acceptable behaviour without creating fear or emotional insecurity.

The relevance of classroom management to preschool education is supported by empirical evidence. Olowe and John (2017), in a study of pre-primary school teachers in Ondo West Local Government Area of Nigeria, found that teachers’ classroom management skills were important in areas such as classroom organisation, management of children’s behaviour, time management and management of learning activities. However, their findings indicated that the teachers demonstrated only average classroom management skills in the areas examined. The authors consequently recommended greater attention to teacher training and professional development in classroom management.

Similarly, Olowe, Leigh and Oluwafemi (2020) examined teachers’ classroom organisation and management in relation to the cognitive and social skills of preschool children. Their study found significant positive relationships between classroom organisation and children’s cognitive and social skills. They also reported significant positive relationships between teachers’ classroom management and children’s cognitive and social skills. These findings are important because they suggest that classroom management should not be viewed merely as an administrative responsibility of teachers; rather, the way teachers organise and manage preschool classrooms can be associated with children’s developmental outcomes.

Classroom management is particularly connected with children’s social-emotional development. Social-emotional development involves children’s growing capacity to understand and express emotions, regulate their behaviour, develop positive relationships, demonstrate empathy, cooperate with others, resolve interpersonal difficulties and develop a positive sense of self. During the preschool years, these capacities are developing rapidly. Children gradually learn to identify emotions, communicate their needs, respond to others, wait for their turn, share resources, follow social rules and cope with disappointment. The preschool teacher therefore becomes an important adult model and guide in the development of these competencies.

The teacher’s behaviour can influence the emotional climate of the classroom. A teacher who responds to children’s mistakes with patience and constructive guidance may create an environment in which children feel secure enough to express themselves and seek assistance. Conversely, excessive shouting, humiliation, threats, inconsistent discipline or harsh punishment may create fear and anxiety and may discourage children from communicating their feelings. Thus, effective classroom management should not be equated with strict control or punishment. Rather, it should involve a balanced approach that establishes reasonable boundaries while recognising children’s developmental needs.

Research increasingly shows that teacher-child interactions are central to young children’s social and emotional experiences in school. Alamos (2020), for example, examined teacher-child interactions, children’s emotional security and task engagement among preschool children displaying externalising behaviours. The study demonstrates the importance of understanding the relationship between teachers’ interactions with children, children’s sense of security and their participation in classroom activities.

The importance of teacher-child interaction is also evident in Nigerian research. Adeyele, Sowunmi and Adeosun (2018) investigated classroom management practices and the social-emotional behaviour of pupils in preschool and lower-primary settings in Nigeria. Their study involved 115 teachers and examined classroom management in relation to children’s social-emotional and problem-solving development. The findings indicated that teachers’ confidence and classroom management practices were relevant to the development and management of children’s social-emotional behaviour. The study further highlighted the importance of parental involvement in dealing with children’s behavioural difficulties.

More recently, Obijiofor and Ugwele (2025) examined teacher-child interactions and the social-emotional development of preschool children in Southeast Nigeria. Their study covered preschools in Enugu, Anambra and Abia States and identified positive teacher-child interactions as beneficial to emotional regulation, peer relationships and the reduction of behavioural challenges. At the same time, the study identified overcrowded classrooms, inadequate teacher training in social-emotional learning and insufficient resources as challenges to the effective promotion of children’s social-emotional development.

These findings are significant to the present study because Enugu State forms part of the Southeast Nigerian context in which these challenges have been identified. Nevertheless, the fact that evidence exists at the regional level does not eliminate the need for studies at the local government level. Classroom conditions, teacher characteristics, school resources, enrolment patterns and administrative practices may differ from one locality to another. A study focusing specifically on selected nursery schools in Enugu East Local Government Area can therefore provide context-specific evidence concerning the relationship between teachers’ classroom management practices and the social-emotional development of preschool children.

The relationship between classroom management and children’s social-emotional development can also be understood from the perspective of classroom climate. A positive classroom climate provides children with a sense of belonging, predictability and emotional safety. When teachers establish clear routines and expectations, children are better positioned to understand classroom procedures. When expectations are communicated consistently and positively, children have opportunities to internalise acceptable social behaviours. When teachers respond sensitively to children’s emotional needs, children can gradually develop the ability to recognise and regulate their own emotions.

Morris et al. (2013), through the Foundations of Learning Demonstration, examined an intervention designed to strengthen preschool teachers’ classroom management skills. The intervention provided intensive professional development and in-class support aimed at improving teachers’ management of children’s behaviour and creating more positive classroom environments. The findings showed improvements in teacher-student interactions, management of challenging behaviours, children’s engagement and instructional time. This evidence indicates that classroom management is a practical area through which preschool learning environments can be improved.

The social-emotional development of children is also closely connected to their ability to participate successfully in classroom activities. Children who can regulate emotions, cooperate with peers, communicate their needs and respond appropriately to classroom expectations are generally better positioned to engage in learning. Conversely, persistent emotional and behavioural difficulties can interfere with participation, peer relationships and teacher-child interactions. This does not mean that children’s social-emotional outcomes are determined solely by teachers; family relationships, socioeconomic circumstances, individual temperament, health, community environment and previous experiences also influence development. Nevertheless, the classroom constitutes a major social environment in which preschool children spend considerable time, making teachers’ practices an important area of investigation.

UNESCO (2025) similarly emphasises that quality early childhood education should contribute to social-emotional development and create enabling environments for young children. Its social and emotional learning resources for preschool educators focus on children’s abilities to understand themselves and others, regulate emotions and behaviour, demonstrate empathy, communicate effectively and develop positive relationships. These competencies are closely connected to the everyday classroom experiences created and managed by preschool teachers.

Despite the recognised importance of effective classroom management, concerns remain about how classroom management is practised in some Nigerian preschool settings. Olowe and John (2017) reported average classroom management skills among pre-primary teachers in their study area. Their findings suggest weaknesses in areas such as the organisation of learning centres, classroom arrangement and management of children’s behaviour. If similar challenges occur in other Nigerian preschool settings, they could have implications for children’s social-emotional experiences.

Another concern is that classroom management may sometimes be interpreted primarily as maintaining silence and obedience rather than promoting children’s holistic development. In a preschool setting, however, children are expected to interact, communicate, explore and engage in play. Some noise and movement are therefore natural components of developmentally appropriate learning. Effective classroom management should consequently guide children’s behaviour without unnecessarily suppressing their curiosity, initiative and social interaction. The National Association for the Education of Young Children stresses that developmentally appropriate practice should support children’s physical, cognitive, social and emotional well-being and should be responsive to individual and cultural differences (NAEYC, 2020).

The issue of teacher preparation is also important. Preschool teachers require specialised knowledge of child development, behaviour management, play, communication, emotional development and developmentally appropriate pedagogy. Teachers who lack adequate professional preparation may rely heavily on authoritarian discipline, shouting, threats or punitive methods when confronted with challenging behaviour. On the other hand, teachers with appropriate knowledge may be more likely to use preventive management, positive reinforcement, classroom routines, redirection, cooperative learning and emotionally supportive interactions.

The physical organisation of the classroom also forms part of classroom management. Seating arrangements, learning corners, accessibility of materials, movement pathways, classroom displays and availability of age-appropriate activities can affect how children behave and interact. Olowe and John (2017) reported weaknesses in some aspects of classroom organisation among preschool teachers, including the limited use of learning centres and inadequate organisation of some classroom spaces. This suggests that classroom management should be studied as a multidimensional practice rather than as simple behavioural control.

Another dimension is the teacher’s ability to manage transitions between activities. Preschool children may find it difficult to move from play to group instruction, from indoor to outdoor activities or from one learning centre to another. Poorly managed transitions can produce confusion, conflict and disruptive behaviour. Teachers who establish predictable routines, give advance warnings, use songs or signals and involve children in classroom responsibilities may facilitate smoother transitions. Such practices can also provide children with opportunities to develop self-control, responsibility and cooperation.

Furthermore, the emotional disposition of teachers may influence the classroom environment. Preschool children are sensitive to adult tone, facial expressions, responsiveness and emotional availability. Teachers who consistently demonstrate patience, warmth and respect can model appropriate emotional behaviour. Children observe how adults respond to frustration, disagreement and mistakes, and these observations can contribute to children’s developing understanding of social relationships. Classroom management is therefore both instructional and relational.

The Nigerian context makes this issue particularly important because early childhood education is increasingly recognised as an essential part of the education system, while challenges relating to teacher quality, resources, class size and implementation continue to affect educational practice. Obijiofor and Ugwele (2025) specifically identified overcrowding, inadequate teacher training and insufficient resources as barriers to effective social-emotional development in Southeast Nigerian preschools. Such challenges may make classroom management more difficult and may place additional demands on teachers.

Enugu East Local Government Area provides an appropriate setting for examining these issues because nursery schools serve children from diverse family and socioeconomic backgrounds. The classroom experiences provided by teachers may differ depending on teacher qualification, years of experience, school resources, classroom size, school leadership and professional development opportunities. While some teachers may use child-centred and positive management strategies, others may rely on more authoritarian approaches. These differences create a need for empirical investigation rather than assumptions about the quality of classroom management in the area.

The present study therefore focuses on Teachers’ Classroom Management Practices and Social-Emotional Development of Preschool Children: A Study of Selected Nursery Schools in Enugu East Local Government Area, Enugu State. The study is concerned with classroom organisation, establishment of routines and rules, management of children’s behaviour, teacher-child interaction, positive reinforcement, management of learning activities and related practices. It seeks to determine how these practices relate to children’s social-emotional development, particularly emotional regulation, cooperation, empathy, social interaction, self-confidence, communication and appropriate behaviour.

The study is considered necessary because although previous Nigerian studies have examined classroom management and children’s social or emotional behaviour, there remains a need for more localised evidence focusing specifically on nursery schools in Enugu East Local Government Area. Existing evidence from Ondo and other Nigerian locations cannot automatically be generalised to Enugu East because educational conditions and classroom realities differ across locations. The present study is therefore expected to contribute evidence that can assist teachers, school administrators, parents and educational authorities in strengthening preschool classroom environments.

1.2 Statement of the Problem

The preschool years are a critical period for the development of children’s social and emotional competencies. At this stage, children are expected to gradually develop the ability to recognise and express emotions, control impulses, cooperate with others, establish friendships, show empathy, communicate appropriately and respond to classroom expectations. The quality of the classroom environment in which these processes occur is therefore an important concern for early childhood educators. UNESCO (2025) recognises quality early childhood education as an important foundation for social-emotional development and later learning.

However, the existence of preschool education does not necessarily mean that children receive developmentally appropriate and emotionally supportive classroom experiences. One important concern is the effectiveness of teachers’ classroom management practices. In preschool classrooms, teachers are expected to maintain order while simultaneously allowing children to explore, play, communicate and interact with their peers. This requires specialised classroom management skills. When these skills are inadequate, the classroom may become disorganised, excessively punitive or emotionally unsupportive.

Evidence from Nigeria suggests that weaknesses exist in some aspects of preschool classroom management. Olowe and John (2017), for example, found that pre-primary teachers in Ondo West Local Government Area demonstrated only average levels of classroom management in areas including classroom organisation, children’s behaviour management, time management and management of learning activities. This raises an important question concerning whether similar difficulties may exist among nursery school teachers in other Nigerian localities.

The problem becomes more serious when classroom management is approached primarily from the perspective of controlling children rather than supporting their development. Some teachers may respond to disruptive behaviour through shouting, threats, humiliation, excessive punishment or inconsistent disciplinary practices. Although such approaches may produce temporary compliance, they may not necessarily help children develop internal self-regulation, empathy, problem-solving skills or positive social behaviour. Preschool children require guidance that is firm but also emotionally supportive and developmentally appropriate.

Another aspect of the problem concerns inadequate classroom organisation. A poorly organised classroom may make it difficult for children to move around safely, access learning materials, participate in activities or work independently. Lack of clearly defined activity areas and poorly established routines can increase confusion and disruptive behaviour. Olowe and John (2017) found weaknesses in the organisation of learning centres and aspects of classroom arrangement among preschool teachers in their study. Such evidence raises concerns about whether some nursery classrooms provide environments that adequately support children’s social and emotional development.

Teacher-child interaction is another major concern. Young children learn social and emotional behaviours partly through their interactions with significant adults. A teacher who listens to children, acknowledges their feelings, models appropriate communication and encourages cooperation can contribute to a supportive emotional environment. Conversely, frequent negative interactions may undermine children’s emotional security and willingness to participate. Recent evidence from Southeast Nigeria indicates that positive teacher-child interactions can enhance emotional regulation and peer relationships, while overcrowding, insufficient teacher training and inadequate resources can make social-emotional support more difficult.

There is also a concern regarding the ability of teachers to manage children’s individual differences. Preschool children do not develop at the same pace. Some children may be outgoing and verbally expressive, while others may be shy or reluctant to participate. Some may have difficulty controlling impulses or responding to classroom instructions. When teachers use a uniform disciplinary approach without considering individual developmental differences, some children may be labelled as troublesome, stubborn or disobedient when their behaviour may actually reflect developmental, emotional or communication needs.

Furthermore, classroom management practices may be influenced by teachers’ professional preparation and experience. Preschool teachers require knowledge of child development and appropriate behavioural guidance. Where teachers receive inadequate professional development, they may not have sufficient knowledge of preventive classroom management, positive reinforcement, emotional coaching and conflict resolution. Obijiofor and Ugwele (2025) specifically identified inadequate teacher training in social-emotional learning as one of the challenges affecting preschool education in Southeast Nigeria.

The problem may also be intensified by overcrowded classrooms and limited resources. A teacher responsible for a large number of young children may find it difficult to provide individual attention, monitor peer interactions and respond promptly to children’s emotional needs. Similarly, inadequate learning materials and poorly designed classroom spaces may limit children’s opportunities for cooperative play and structured social interaction. When teachers have to devote much of their attention to controlling movement and maintaining order, less time may remain for meaningful teacher-child interaction and social-emotional learning.

Empirical evidence has shown that classroom management is not merely related to discipline but may be associated with children’s developmental outcomes. Olowe, Leigh and Oluwafemi (2020) reported significant positive relationships between teachers’ classroom organisation and children’s social skills, as well as between teachers’ classroom management and children’s social skills. Adeyele et al. (2018) also examined classroom management practices in relation to children’s social-emotional behaviour in Nigerian preschool and lower-primary settings. These findings indicate that the classroom practices of teachers deserve serious attention when considering children’s social-emotional development.

Despite this evidence, there appears to be insufficient location-specific empirical information on the relationship between teachers’ classroom management practices and the social-emotional development of preschool children in selected nursery schools in Enugu East Local Government Area. Evidence from Ondo State, Ilorin, Ado-Ekiti and broader Southeast Nigeria provides useful background, but it does not establish what is happening specifically in nursery schools in Enugu East. This creates a contextual gap that the present study seeks to address.

The problem, therefore, is that although nursery schools are expected to provide environments that promote children’s holistic development, some classroom management practices may not adequately support children’s social-emotional needs. If classroom organisation is poor, behavioural guidance is inconsistent, teacher-child interaction is predominantly negative, routines are inadequately established and disciplinary practices are inappropriate, children may experience difficulties in emotional regulation, cooperation, empathy, communication and peer relationships.

The absence of adequate local evidence also makes it difficult for educational stakeholders to determine the extent to which classroom management practices are contributing to or hindering the social-emotional development of preschool children in Enugu East Local Government Area. Without such evidence, teacher-training programmes, school-based interventions and educational policies may not sufficiently address the specific classroom realities experienced by teachers and children in the area.

It is against this background that this study seeks to investigate teachers’ classroom management practices and social-emotional development of preschool children in selected nursery schools in Enugu East Local Government Area, Enugu State. The study will specifically examine teachers’ classroom organisation, behaviour management, establishment of routines and rules, teacher-child interaction, positive reinforcement and management of learning activities, and determine their relationship with children’s social-emotional development.

1.3 Purpose of the Study

The general purpose of this study is to examine the relationship between teachers’ classroom management practices and the social-emotional development of preschool children in selected nursery schools in Enugu East Local Government Area, Enugu State.

Specifically, the study seeks to:

1. examine the classroom management practices commonly adopted by teachers in selected nursery schools in Enugu East Local Government Area;
2. determine the extent to which teachers organise and structure their preschool classrooms effectively;
3. examine the strategies used by teachers to manage children’s behaviour in selected nursery schools;
4. determine the level of social-emotional development of preschool children in the selected nursery schools

1.4 Research Questions

The following research questions will guide the study:

1. What classroom management practices are commonly adopted by teachers in selected nursery schools in Enugu East Local Government Area?
2. To what extent do teachers organise and structure their preschool classrooms effectively?
3. What strategies do teachers use to manage children’s behaviour in selected nursery schools?
4. What is the level of social-emotional development of preschool children in the selected nursery schools?

1.5 Research Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant relationship between teachers’ classroom management practices and the social-emotional development of preschool children in selected nursery schools in Enugu East Local Government Area, Enugu State.

1.6 Significance of the Study

The study will be significant to preschool children, teachers, school administrators, parents, educational authorities, teacher-training institutions, curriculum planners, researchers and future scholars.

Preschool Children: The ultimate beneficiaries of effective classroom management are preschool children. The study may contribute to improved understanding of the classroom conditions that support children’s emotional regulation, cooperation, empathy, confidence, communication and positive relationships. Findings may encourage practices that make children feel safe, valued and supported in school.

Preschool Teachers: The findings will provide teachers with greater awareness of the relationship between classroom management and children’s social-emotional development. The study may encourage teachers to adopt positive behaviour guidance, effective classroom organisation, consistent routines, constructive communication, positive reinforcement and developmentally appropriate disciplinary approaches.

School Administrators: Nursery school administrators may use the findings to identify areas in which teachers require support. The study may assist administrators in organising workshops, mentoring programmes, classroom observations and professional development activities focused on classroom management and social-emotional learning.

Parents and Guardians: Parents may benefit from a better understanding of the importance of the preschool classroom environment to children’s social and emotional development. The findings may encourage stronger cooperation between parents and teachers in identifying and addressing children’s behavioural and emotional needs.

Educational Authorities: Education authorities in Enugu State and Enugu East Local Government Area may find the findings useful in planning teacher-development programmes and monitoring the quality of early childhood education. The study may also provide evidence for improving supervision and support for nursery schools.

Teacher-Training Institutions: Colleges of education, universities and other teacher-training institutions may use the findings to strengthen courses dealing with classroom management, child development, behaviour guidance and social-emotional learning.

Curriculum Planners: The study may provide useful evidence for curriculum planners concerning the need to integrate classroom-based social-emotional development with academic preparation at the preschool level.

Researchers: The study will add to the growing body of Nigerian research on early childhood education, classroom management and children’s social-emotional development. It may also provide a basis for future studies involving other local government areas, states or categories of early childhood institutions.

1.7 Scope of the Study

The study focuses on Teachers’ Classroom Management Practices and Social-Emotional Development of Preschool Children in Selected Nursery Schools in Enugu East Local Government Area, Enugu State.

Geographically, the study will be limited to selected nursery schools located within Enugu East Local Government Area of Enugu State.

Thematically, the study will focus on teachers’ classroom management practices, particularly:

• classroom organisation;
• establishment and maintenance of classroom routines;
• setting and communicating behavioural expectations;
• management of children’s behaviour;
• teacher-child interaction;
• positive reinforcement;
• management of learning activities;
• management of transitions; and
• creation of a positive classroom climate.

The study will examine social-emotional development in terms of:

• emotional regulation;
• self-confidence and self-awareness;
• cooperation;
• empathy;
• communication;
• peer interaction;
• sharing and turn-taking;
• conflict resolution; and
• appropriate social behaviour.

The study will focus on preschool/nursery children and their teachers and will not attempt to investigate all factors that influence children’s social-emotional development. Factors such as family structure, parenting style, socioeconomic status, health conditions and home environment may influence children’s development, but they are outside the primary scope of this study.

1.8 Operational Definition of Terms

Classroom Management: The deliberate processes and practices used by teachers to organise the classroom, establish routines, guide children’s behaviour, manage learning activities and create an orderly, supportive and productive learning environment.

Classroom Management Practices: The specific actions and strategies adopted by preschool teachers to organise classroom activities, establish rules and routines, manage behaviour, facilitate teacher-child interaction, encourage appropriate conduct and maintain a positive learning environment.

Emotional Regulation: The ability of a child to recognise, express and manage emotions appropriately, including the ability to cope with frustration, disappointment, excitement and other emotional experiences.

Empathy: The ability of a child to recognise, understand and respond appropriately to the feelings and experiences of other people.

Nursery School: An early childhood educational setting that provides organised care and educational experiences for young children before entry into primary school.

Preschool Children: Young children receiving early childhood education before formal primary education, particularly children within the nursery-school age range considered in this study.

Social-Emotional Development: The gradual development of children’s ability to understand and regulate emotions, interact positively with others, establish relationships, demonstrate empathy, cooperate, communicate and behave appropriately within social environments.

Teacher-Child Interaction: The verbal and non-verbal exchanges between teachers and preschool children during instructional activities, play, routines, behaviour guidance and other classroom experiences.

Positive Reinforcement: The use of encouragement, praise, recognition or other appropriate responses to strengthen desirable behaviour in children.

Classroom Organisation: The arrangement and management of the physical classroom space, learning areas, materials, seating, movement pathways and activity centres to support children’s learning and development.

1.9 Organisation of the Study

The study will be organised into five chapters.

Chapter One presents the introduction to the study. It contains the background of the study, statement of the problem, purpose of the study, research questions, research hypothesis, significance of the study, scope of the study, operational definition of terms and organisation of the study.

Chapter Two will present the review of related literature. It will cover the conceptual review, theoretical framework, empirical review and summary of the reviewed literature. The chapter will examine relevant concepts relating to classroom management, preschool education and social-emotional development.

Chapter Three will present the research methodology. It will discuss the research design, area of the study, population, sample and sampling techniques, research instrument, validity and reliability of the instrument, method of data collection and method of data analysis.

Chapter Four will present the analysis and interpretation of data obtained from the respondents. The research questions will be answered and the hypothesis will be tested using an appropriate statistical procedure.

Chapter Five will contain the summary of findings, conclusion, recommendations, limitations of the study and suggestions for further studies.

Project – Teachers’ Classroom Management Practices and Social-Emotional Development of Preschool Children: A Study of Selected Nursery Schools in Enugu East Local Government Area, Enugu State