Social-Emotion Development of Children In Selangor Based on Teacher’s Teaching Practices

Abstract

Positive social and emotional development in early childhood provides a critical foundation for lifelong development and learning. This study was conducted to identify the relationship between teachers' teaching practices and the level of children’s social-emotional development. This study used a quantitative descriptive method and involved 100 kindergarten and preschool teachers in Selangor. A questionnaire was constructed with a Cronbach's alpha value of 0.603. Data were analyzed using the Statistical Package for the Social Sciences software version 26. The results showed that teachers prioritized a positive approach, rejected punishment, gave praise and support for positive behavior, and guided children in managing emotions. In addition, the results also showed positive progress in the children’s social-emotional development in the classroom. Regression analysis showed a significant relationship between teachers' teaching practices and the level of children’s social-emotional development. These results highlight the critical role and significant impact of teaching practices on children's social-emotional development in the classroom.