Teacher Strategies in Implementing Socio-Emotional Development in the 4-5 Year Age Group

Abstract

This study aims to describe teachers’ strategies in implementing social–emotional development for children aged 4–5 years in early childhood education settings. The research employed a descriptive qualitative method using observations, interviews, and documentation of daily learning activities. The findings reveal that teachers apply several key strategies, including modeling positive behaviors, establishing classroom routines, facilitating cooperative play, and using emotion coaching to help children recognize and regulate their feelings. Teachers also build warm and responsive communication to create a sense of security for the children. These strategies proved effective in enhancing children’s abilities to cooperate, share, express emotions, and resolve simple conflicts within the classroom.