How do physical or sensory early childhood education and care environment factors affect children's social and emotional development? A systematic scoping review

The aim of this systematic scoping review was to provide an overview of the physical and sensory environment factors that are related to three to six-year-old children's social and emotional development in Early Childhood Education and Care (ECEC) settings across different pedagogical contexts. A systematic literature search was conducted in PsycINFO, Medline and ERIC. 8378 studies were screened from 2000 to 2021. A total of 589 studies were screened at full text stage, and 20 studies were included. Eleven studies reported a physical environment factor, and one study reported a sensory environment factor that was related to children's positive social and emotional competence outcomes. Eight studies reported a physical environment factor, and three studies reported a sensory environment factor that was negatively related to a social and emotional competence outcome. Three studies reported on long-term developmental implications provided by the ECEC environment. The physical and sensory environment overlaps with the social context in which it is embedded to contribute to children's early education experiences. Future research is needed to define optimal environmental conditions and embed physical and sensory environment research in social and emotional development programs. •Environmental quality, classroom factors, outdoors, and weather were related to positive social and emotional competence in preschool children.•Classroom materials, conditions, chaos, and weather were related to negative social and emotional competence in preschool children.•Various preschool environmental factors are associated with children's long term social and emotional development outcomes.•Several theoretical perspectives support the findings of this study.