Enhancing Social-Emotional Skills in Early Childhood Education Settings

Glaze Ann Cuerpo, Helen Revalde, Adrian Duites, Kaitlin Marie Opingo

Abstract

This study examines the development of social-emotional skills in early childhood education settings and their relationship to academic performance. The constructs assessed include emotional awareness and expression, self-regulation, social skills, relationships with adults, and pro-social behavior. Results indicate that children demonstrate a strong ability to identify emotions, regulate their behavior, interact socially, and maintain positive relationships with adults. Despite these well-developed social-emotional skills, statistical analysis found no significant correlations between these constructs and academic performance in literacy and numeracy, as indicated by non-significant r-values and p-values. The findings highlight the importance of fostering social-emotional development in early childhood but suggest that its direct influence on academic outcomes requires further research. These results contribute to understanding the role of social-emotional learning in early childhood education and its potential long-term effects on children's holistic development.

https://doi.org/10.22042/wjher.4.3

Keywords

Social-emotional skills, early childhood education, emotional awareness, pro-social behavior, relationships with adults

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Journal:  World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22042/wjher.4.3Pages: 140-151Published: 09-18-2024Copyright: Copyright (c) 2024 Glaze Ann Cuerpo, Helen Revalde, Adrian Duites, Kaitlin Marie OpingoOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteCuerpo, G.A., Revalde, H., Duites, A., Opingo, K.M. (2024). Enhancing Social-Emotional Skills in Early Childhood Education Settings. World Journal on Education and Humanities Research, 4(3), 124-139. https://doi.org/10.22042/wjher.4.3