ABSTRACT This study is driven by a collective call from stakeholders and by the occurrence of violent events within society to address the importance of emotional intelligence and emotional awareness in early childhood development. Recognizing the significance of these skills in fostering well-being and success, there is a growing demand for targeted supplemental programs aimed at teaching emotional intelligence from a young age. The WeFEEL Approach is a comprehensive approach based on emotional intelligence facets. It aims to foster self-regulation and empathy with particular emphasis on co-regulation in young children and their at-risk families. The present mixed-method study, examining the impact of the WeFEEL Emotional Intelligence Approach, was informed by ethnographic methods for data collection and grounded theory analysis. Through teacher/family focus groups and video analysis of classroom implementation, the findings suggest a positive impact on students in terms of emotional knowledge growth and application of the WeFEEL framework with generalizability to multiple settings. Further, teachers and families expressed a positive shift in classroom and home emotional climate and an increase in empathy-driven interactions. Implications for the field of early childhood education are discussed.
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