The psychological learning environment in conflict situations between kindergarten teachers and children in Zambian kindergartens

Abstract This article aims to identify and discuss the psychological learning environment in conflict situations between teachers and children in Zambian kindergartens. The article is informed by Sustainable Development Goal (SDG) 4 concerning quality education, more specifically target 4a; to “provide safe, non-violent, inclusive and effective learning environments for all”. It draws on a right-based approach and on studies that found sensitive interactions and good relationships between teachers and children to be a key factor in high-quality kindergarten care and learning environments. It is based on a small-scale qualitative study and student involvement in research, including interviews with Zambian kindergarten teachers and observations in their classrooms. These observations revealed that the kindergarten teachers used physical and mental forms of violence such as the smacking of fingers, threats and various forms of ridicule. In 2003, the Zambian government banned all forms of punishment in schools. Interviews with the Zambian kindergarten teachers highlighted several pedagogical views that are in line with research on good teacher–child relations. However, there was little reflection on the inherent contradictions and dilemmas of the disparities between views and practices. The discussion focuses on how aspects of the psychological learning environment may impact the realisation of non-violent and inclusive education goals for all in selected Zambian kindergartens.