Year: 2025
Type: article
Study design: Observational Study
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 socialemotional development.These results highlight the critical role and significant impact of teaching practices on children's social-emotional development in the classroom.
Author: Nurathirah Binti Atiron
Institution: National University of Malaysia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414440676
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