SOCIAL AND EMOTIONAL LEARNING IN CLASSROOM FOR PRESCHOOLERS: TEACHERS’ PERSPECTIVE

Abstract

Effective implementation of social and emotional learning in the classroom for preschoolers was getting more attention, thus, there were various implementation methods and recommendations. This study explored effective social and emotional learning implementation from teachers’ perspectives. This single case qualitative research adopted the instrumentation of a semi-structured interview with seven open-ended questions. This study involved the participation of four preschool teachers from a private preschool in Setia Alam, Selangor. Social and Emotional Learning implementations in this study followed the recommendations from Collaborative for Academic, Social and Emotional Learning (CASEL) and the Five guiding principles on social and emotional learning by McGraw Hill Education. The findings from this study emphasized two main themes of teachers’ awareness and children’s outcomes. The first theme described teachers’ ability and skills in observing and evaluating children’s development levels and needs that could later impact their classroom management. The second theme of children’s outcome described the benefits of effective social and emotional learning implementations towards preschool children’s development from teachers’ perspectives. The findings also emphasized the importance of teachers’ knowledge and skills towards the implementation of effective social and emotional learning in the classroom. Thus, it could be concluded that effective social and emotional learning implementation could be achieved through a conducive learning environment, that includes active engagement and activities that could support children’s social and emotional development.