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.

中文翻译：

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身体或感官幼儿教育和护理环境因素如何影响儿童的社交和情感发展？系统范围界定审查

本次系统范围审查的目的是概述不同教学背景下幼儿教育和保育 (ECEC) 环境中与 3 至 6 岁儿童的社交和情感发展相关的物理和感官环境因素。在 PsycINFO、Medline 和 ERIC 上进行了系统的文献检索。 2000年至2021年共筛选8378篇研究。全文阶段共筛选589篇研究，纳入20篇研究。十一项研究报告了物理环境因素，一项研究报告了与儿童积极的社交和情感能力结果相关的感官环境因素。八项研究报告了物理环境因素，三项研究报告了与社交和情感能力结果负相关的感官环境因素。三项研究报告了幼儿保育环境对长期发展的影响。物理和感官环境与其所嵌入的社会背景重叠，有助于儿童的早期教育经历。未来的研究需要定义最佳环境条件，并将物理和感官环境研究嵌入到社会和情感发展计划中。