From Self-concept to Voice: Teachers’ Perspectives on Psychological Safety and Young Children’s Question-asking in Early Childhood Classrooms

Дата публикации: 07-09-2026 00:00:00

This study explored teachers’ perspectives on the relationship between children’s self-concept, psychological safety, and question-asking behavior in early childhood classrooms. Employing a qualitative multisite case study design, the research involved 26 teachers and teaching assistants from five early childhood education institutions in rural East Java, Indonesia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings suggested that participants interpreted self-concept as an important psychological condition associated with children’s willingness to participate. Teachers’ responsive practices and psychological safety were perceived as relational conditions that supported children’s expression of curiosity through question-asking. Rather than demonstrating causal relationships, this study provided an interpretive understanding of how educators perceived the interplay between children’s self-concept, classroom relationships, and participation. The findings underscored the importance of fostering psychological safety and responsive teacher–child interactions to support young children’s voice and agency in learning.

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