Classroom management strategies in Greek public kindergartens: Α pilot study

Classroom management is a crucial factor for effective teaching and learning, especially in kindergarten, where children develop fundamental social, emotional, and cognitive skills. This study explores how social and cultural learning theories relate to classroom management and emphasises the role of relationships, communication, and creating a positive learning environment. Despite the importance of classroom management in early childhood education, research in Greek kindergartens remains limited, especially regarding the connection between learning theories and the practical strategies used by teachers and the frequency of their application. A quantitative methodological approach was adopted, using a questionnaire for data collection. The primary objectives were to identify the classroom management strategies used by Greek kindergarten teachers, to determine the frequency of their use and to assess the teachers' confidence in dealing with current and future behavioral issues, as well as promoting students' socio-emotional skills. Findings indicate frequent use of positive management strategies, such as verbal praise and active guidance, aligning with socio-emotional and socio-cultural theories, and low reliance on inappropriate strategies like physical restraint. This research is expected to provide valuable data to inform kindergarten teachers, guide the design of targeted training programs, and support policymakers in enhancing the quality of Greek preschool education.