ABSTRACT

This study explores the impact of the school environment on children’s learning in pre-primary schools in Buea Municipality, Cameroon. The school environment encompasses various factors, including the physical setting, social interactions, and emotional atmosphere, which collectively influence children’s learning experiences. A conducive school environment is critical in early childhood education as it fosters cognitive, social, and emotional development, thereby enhancing learning outcomes.

A mixed-method research approach was employed, using quantitative surveys and qualitative interviews. Data were collected from teachers, school administrators, and parents to assess the influence of different environmental factors on children’s learning in pre-primary schools. The physical environment was evaluated in terms of classroom space, lighting, and ventilation, while the social environment considered teacher-pupil interactions and peer relationships. Additionally, the emotional environment was examined in relation to children’s sense of safety and belonging.

The findings reveal that the school environment significantly affects children’s learning in pre-primary schools in Buea. Schools with well-structured and stimulating physical environments, such as spacious classrooms and adequate learning materials, promoted better learning. Teachers who fostered positive social interactions and created emotionally supportive atmospheres also had students with higher engagement and learning outcomes. However, schools with overcrowded classrooms, poor infrastructure, and a lack of learning resources negatively impacted children’s attention and overall development.

The study concludes that a supportive school environment is essential for optimizing children’s learning in pre-primary schools. Recommendations include improving school infrastructure, ensuring that classrooms are equipped with appropriate learning materials, and providing training for teachers on creating positive social and emotional climates. These measures can enhance the learning experience and developmental outcomes for children in pre-primary schools in Buea Municipality.

Keywords: school environment, children’s learning, pre-primary schools, Buea, Cameroon, physical setting, social interactions, emotional atmosphere.