Current Practices of Socio-Emotional Learning in Early Childhood Development

Abstract

Socio-emotional learning (SEL) plays a vital role in early childhood development (ECD) by supporting children's thinking, emotional well-being, and social behavior. This study focuses on the importance of SEL in rural community ECD centers and explores the strategies facilitators use to promote socio-emotional growth among young children. This case study design involves classroom observations and semi-structured interviews with facilitators. The findings reveal that structured play, storytelling, and group activities are effective in fostering SEL. These methods enhance children's communication skills, teamwork, emotional expression, and problem-solving abilities. Storytelling helps children develop empathy and cultural awareness, while group activities promote cooperation and conflict resolution. The study highlights that SEL contributes to children's academic progress and strengthens their social relationships. It emphasizes the need for joint efforts among parents, teachers, and community to support children’s holistic development. Key implications include providing training for facilitators, involving parents in SEL activities, and offering adequate resources. Strengthening these areas is essential for nurturing emotionally resilient children who are better prepared to face future academic and social challenges.