Early Childhood Teachers’ Practices in Promoting Social Emotional

Learning (SEL) Among Preschoolers in Chanthaburi

Province Thailand

Haruethai Anussornrajakit and Atirath Kerdthong

Rambhai Barni Rajabhat University, Chanthaburi, Thailand

Keywords: Social Emotional Learning, Preschoolers, Early Childhood Teacher, Learning Management.

Abstract: Social Emotional Learning (SEL) is crucial for supporting the overall growth and development of children in

early childhood. The aims of this research were: (1) to examine early childhood teachers’ knowledge and

understanding of instructional practices that promote social emotional learning (SEL) among preschoolers in

Chanthaburi Province, and (2) to analyze instructional models that support SEL for preschoolers used by early

childhood teachers. The study employed a mixed-methods survey approach, combining both quantitative and

qualitative data collection methods. The sample included 205 early childhood teachers from schools governed

by the Office of Chanthaburi Primary Educational Service Area 1 and 2. Quantitative data were collected

through a questionnaire on learning management aimed at promoting SEL, while qualitative data were

gathered via focus group discussions. Quantitative data were analyzed using means and standard deviations,

and qualitative data were examined through content analysis. The results showed: 1) most teachers (54.63%)

had no prior experience teaching SEL, and 45.37% of the schools did not have an SEL-focused curriculum.

Nonetheless, teachers demonstrated a high level of awareness, understanding, and instructional practice

related to SEL, with an average score of 4.34. 2) The learning management models supporting SEL for

preschoolers were implemented in an integrated manner, embedded across six core activities and daily

routines.

INTRODUCTION

Social and emotional learning (SEL) has become a

core part of comprehensive early childhood

education, serving as a vital foundation for children's

overall development and future academic success.

Defined as the process through which children gain

and effectively use the knowledge, attitudes, and

skills needed to understand and regulate emotions, set

and reach positive goals, feel and show empathy,

build and maintain healthy relationships, and make

responsible decisions (Collaborative for Academic,

Social, and Emotional Learning [CASEL], 2023),

SEL includes skills that go well beyond traditional

academic subjects.

The early childhood period, from birth to age

eight, offers a unique opportunity for SEL

development because of the high neuroplasticity and

rapid brain growth during these years. Developmental

neuroscience research indicates that the brain's

emotional and social circuits develop most rapidly in

early childhood, with approximately 90% of brain

growth occurring by age five (National Scientific

Council on the Developing Child, 2007). This crucial

period lays the neurobiological foundation for

emotional regulation, social skills, and interpersonal

abilities that will shape children's paths throughout

life.

The importance of SEL in early childhood extends

beyond immediate developmental gains to

encompass long-term benefits across multiple areas.

Longitudinal research consistently demonstrates that

children who develop strong social and emotional

skills early on perform better academically, exhibit

better mental health, experience fewer behavioral

issues, and establish stronger social relationships

throughout school and into adulthood (Durlak et al.,

2011). Additionally, early SEL skills serve as

protective factors against risks such as poverty,

family instability, and community violence, thereby

fostering resilience and adaptive functioning in

various situations.

Anussornrajakit, H. and Kerdthong, A.

Early Childhood Teachers’ Practices in Promoting Social Emotional Learning (SEL) Among Preschoolers in Chanthaburi Province Thailand.

DOI: 10.5220/0014068600004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 229-235

ISBN: 978-989-758-788-7; ISSN: 3051-7702

229

Modern early childhood education is increasingly

pressed to meet not only cognitive development but

also the social and emotional needs of young learners.

Recognition of SEL's importance has grown, driven

by evidence of childhood mental health issues, rising

behavioral challenges in schools, and the need for

21st-century skills like teamwork, communication,

and emotional intelligence. The COVID-19 pandemic

further emphasized the importance of social and

emotional support, as disruptions to social

interactions and learning environments revealed the

need for intentional SEL programs.

Despite widespread recognition of the importance

of SEL, significant gaps remain in understanding how

to implement SEL programs in early childhood

settings effectively. Many teachers lack proper

training in SEL teaching methods, and there is limited

research on culturally responsive SEL practices that

honor diverse family values and cultural

backgrounds. Additionally, integrating SEL into the

current curriculum presents practical challenges,

including limited time, resources, and the need for

systematic approaches that align with children's

developmental stages. Given these factors, the

researchers conducted a study titled "A Study of

Learning Management Models to Promote Social and

Emotional Learning for Kindergarten Children by

Early Childhood Teachers in Chanthaburi Province."

This research aims to identify effective learning

management models that can practically foster social

and emotional learning in young children, ultimately

helping develop models that support positive

developmental outcomes for children.

RESEARCH OBJECTIVES

This study aims to accomplish the following specific

objectives:

1) To examine early childhood teache rs’

knowledge and understanding of instructional

practices that promote social emotional learning

(SEL) among preschoolers in Chanthaburi Province.

2) To analyze instructional models that support

SEL for preschoolers used by early childhood

teachers.

LITERATURE REVIEW

3.1 Defining Social Emotional

Learning (SEL) in Early Childhood

SEL is the process through which children develop

the knowledge, skills, and attitudes needed to

understand and regulate their emotions, set positive

goals, demonstrate empathy, build healthy

relationships, and make responsible decisions

(CASEL, 2023; Jones et al., 2017). CASEL’s well-

known model highlights five interconnected

competencies: self-awareness, self-management,

social awareness, relationship skills, and responsible

decision-making (CASEL, 2023).

3.2 Importance of Social-Emotional

Learning in Early Childhood

Social-Emotional Learning (SEL) is crucial in early

childhood education because it lays the foundation for

lifelong learning, supporting mental health, academic

success, and social participation throughout

development (Denham, 2006; Jones et al., 2017). By

equipping young children with the skills necessary for

emotional recognition and regulation, SEL promotes

emotional resilience and reduces behavioral issues

that can hinder learning (Durlak et al., 2011; Denham,

2006). Additionally, SEL programs enhance essential

social skills, such as empathy, cooperation, and

conflict resolution, which are necessary for forming

positive peer relationships and navigating various

social settings (CASEL, 2023). Implementing

effective SEL programs in early childhood settings

ultimately prepares children for school, eases their

transition to primary grades, and helps develop SEL

skills associated with improved academic readiness

and fewer behavioral issues (Bierman et al., 2008;

Denham, 2006).

3.3 The Five Core Components of SEL

Social Emotional Learning (SEL) is vital for early

childhood development, comprising five key

components that help children recognize and manage

emotions, develop healthy behaviors, and foster

positive relationships

3.3.1 Self-Awareness

Self-awareness involves the ability to recognize and

understand one’s own emotions, thoughts, and

values. In early childhood, this is shown through the

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ability to clearly express feelings, state preferences,

and show confidence in one’s abilities. The Office of

the Education Council (2009) emphasizes that self-

awareness includes accurately understanding the

causes and effects of one’s emotions, which is crucial

for developing emotional intelligence. Self-

Management

3.3.2 Self-Management

Self-management is the ability to control emotions,

thoughts, and behaviors in various situations while

building self-discipline. This skill extends beyond

just managing emotions to include handling stress and

expressing actions appropriately. Children who

develop strong self-management skills learn to face

challenges positively and stay calm under pressure

(Han & Kemple, 2006).

3.3.3 Social Awareness

Social awareness involves understanding and

empathy for others, including the ability to see things

from their perspectives and appreciate diversity. This

section encourages children to recognize different

viewpoints, genuinely care for their peers, and value

individual differences (Mulvahill, 2016).

Additionally, social awareness helps children

understand emotional dynamics in social situations,

promoting respectful interactions

3.3.4 Relationship Skills

Relationship skills include the ability to build and

maintain healthy interpersonal relationships. This

involves effective communication, appropriate

language use, teamwork, and the flexibility to adapt

roles as needed (Ministry of Education, Republic of

Singapore, 2012). These skills help children develop

and uphold positive relationships while resolving

conflicts successfully.

3.3.5 Responsible Decision-Making

Responsible decision-making involves making

informed choices about personal behavior and social

interactions based on ethical considerations. This

component includes problem-solving skills,

evaluating outcomes, identifying problems, analyzing

causes, and assessing alternatives. Children with

strong decision-making skills make informed

behavioral choices and participate in social

interactions guided by moral principles.

3.4 Promoting SEL in Early Childhood

Effective SEL implementation in early childhood

education requires intentional, evidence-based

teaching methods aligned with young children's

developmental stages. Several key strategies have

been proven to promote social emotional learning for

preschoolers. Relationship-Based Approaches: High-

quality teacher-child relationships lay the foundation

for SEL development.

3.4.1

Integrated Curriculum Models

Instead of treating SEL as a separate subject, effective

programs incorporate social emotional learning into

daily routines and all areas of learning. The Pyramid

Model (Fox et al., 2003) illustrates this by integrating

SEL within a multi-tiered system that includes

universal supports, targeted social-emotional

assistance, and intensive personalized interventions.

3.4.2 Play-Based Learning

Play naturally facilitates SEL development in early

childhood. Vygotsky's (1978) concept of play as a key

activity in early childhood development supports the

use of dramatic play, cooperative games, and peer

interactions as opportunities to practice social-

emotional skills. Research by Fantuzzo et al. (2004)

shows that high-quality play experiences improve

emotional regulation, social skills, and problem-

solving abilities.

3.4.3 Explicit Instruction and Scaffolding

While integration is important, children also benefit

from explicit instruction in social emotional concepts.

Programs like Second Step Early Learning

(Committee for Children, 2011) provide structured

lessons that teach emotion recognition, empathy, and

problem-solving skills through developmentally

appropriate activities, stories, and discussions.

3.4.4

Family Engagement and Cultural

Responsiveness

Effective SEL implementation recognizes the

important role of families and cultural contexts in

shaping children's social emotional development.

Culturally responsive SEL approaches respect

diverse family values and practices while fostering

connections between home and school experiences

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231

(Gay, 2018). This includes involving families as

partners in SEL goal-setting and providing resources

that support social-emotional growth at home.

3.4.5 Environmental Design

The physical environment plays a key role in

supporting SEL development. Classroom design

elements such as cozy spaces for emotional

regulation, visual supports for identifying emotions,

and materials that promote cooperative play all

contribute to children's social emotional growth

(Weinstein & David, 2009).

METHODOLOGY

4.1 Research Design

This study is conducted as a survey using a mixed-

method approach that includes both quantitative and

qualitative data collection.

4.2 Data Collection Methods

Quantitative data were gathered through a

questionnaire for teachers on learning management to

promote social-emotional learning among

preschoolers. The researcher sent official letters

requesting cooperation for data collection to the

Chanthaburi Primary Educational Service Area

Office 1 and 2, seeking collaboration from early

childhood teachers at educational institutions under

these offices, which formed the sample group. A total

of 205 questionnaires were distributed and

completed.

Qualitative data were collected through focus

group discussions with teachers, who discussed

learning management to promote social-emotional

learning among kindergarten children. One focus

group session was organized with 20 teachers who

met the criteria of being early childhood educators

working at educational institutions within

Chanthaburi Province, having at least 5 years of

teaching experience in early childhood education, and

volunteering to participate in the research.

Quantitative data were analyzed using means and

standard deviations, while qualitative data were

examined through content analysis.

FINDINGS

5.1 Overall Findings

The sample teachers expressed advanced opinions on

managing learning to promote social emotional

development among preschoolers, both overall and in

specific areas. When looking at individual aspects,

teachers showed the strongest understanding in

knowledge and comprehension related to children's

social emotional learning.

5.2 Dimension 1: Teachers' Knowledge

and Understanding of SEL

Teachers expressed high-level opinions about their

knowledge and understanding of preschoolers' Social

Emotional Learning across all individual items. The

analysis showed that teachers recognized the

important role of SEL in children's mental resilience,

with this item receiving the highest average score.

Conversely, the understanding that social emotional

learning requires explicit instruction at the

kindergarten level received the lowest average score

among all items in this dimension.

5.3 Dimension 2: Teachers' Awareness

and Prioritization of SEL

Teachers expressed high-level opinions regarding

their awareness, recognition, and prioritization of

social emotional learning in preschoolers across all

individual items. The findings showed that teachers

strongly believed in the connection between their

self-reflection abilities and their effectiveness in

teaching and managing children's emotions, which

received the highest average score in this area.

However, the practice of sharing experiences about

self-emotional regulation—including emotions,

thoughts, and feelings that arise during daily teaching

with colleague teachers or mentor teachers—received

the lowest average score.

5.4 Dimension 3: Teachers' Learning

Management Practices for SEL

3.1 Based on quantitative data, teachers expressed

strong opinions about their practices for promoting

preschoolers' social emotional learning across all

individual items. The analysis showed that

establishing positive relationships with parents

through regular communication received the highest

average score in this area. In contrast, designing

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activity plans specifically to promote children's social

emotional learning received the lowest average score

among all items.

3.2 The qualitative analysis of focus group

discussions uncovered specific learning management

models used by early childhood teachers in

Chanthaburi Province to promote social-emotional

learning among preschoolers. Through content

analysis, the study identified clear patterns in how

teachers integrate SEL into their teaching practices.

The study found that early childhood teachers in

Chanthaburi Province use an 'Integrated

Incorporation Model within Six Core Learning

Activities and Daily Routine Integration' approach to

promote social-emotional learning among

kindergarten children. This model is characterized by

its seamless integration of SEL principles and

practices into existing educational frameworks, rather

than treating SEL as a separate subject.

DISCUSSION

The findings from this study offer valuable insights

into the perceptions and practices of early childhood

teachers regarding social emotional learning (SEL) in

Chanthaburi Province, Thailand. The combination of

quantitative survey data and qualitative focus group

discussions highlights both the strengths and

challenges in current SEL implementation, providing

important implications for educational practice and

policy development.

6.1 Teachers' Knowledge and

Understanding of SEL

The study findings indicate that teachers possess a

strong understanding of social emotional learning,

particularly its impact on children's mental resilience.

This supports extensive research emphasizing the

important role of SEL in promoting children's mental

health and academic achievement (Durlak et al.,

2011; Jones et al., 2017). The teachers' recognition of

SEL's importance for mental health reflects a growing

awareness of the link between emotional

development and overall child outcomes, aligning

with CASEL's (2023) framework, which considers

SEL essential for lifelong learning.

However, the relatively low understanding of

explicit SEL instruction requirements is a significant

concern. This finding reveals a gap between

theoretical awareness and practical teaching

knowledge, aligning with research showing many

educators lack specific training in evidence-based

SEL strategies (Schonert-Reichl, 2017). The

disconnect between recognizing the importance of

SEL and knowing how to teach these skills

systematically highlights broader challenges in

teacher preparation programs, which often provide

limited coursework on social-emotional skills.

6.2 Teachers' Self-Awareness and

Professional Reflection

The high scores in teachers' beliefs about the impact

of self-reflection on teaching effectiveness show a

sophisticated understanding of the link between

educators’ emotional skills and classroom

management. This finding strongly supports research

by Jennings and Greenberg (2009), who argue that

teachers' social emotional competence is essential for

effective SEL implementation. When teachers have

strong emotional regulation skills and self-awareness,

they serve as better models for students and create

more supportive classroom environments (Schonert-

Reichl, 2017).

Conversely, the lowest scores in peer

collaboration and experience sharing about emotional

regulation reveal a concerning gap in professional

learning communities. This finding contradicts best

practices in SEL implementation, which emphasize

the importance of collaborative reflection and shared

learning among educators (CASEL, 2023). The

reluctance or lack of opportunities for teachers to

participate in professional discussions about

emotional experiences may hinder their growth in

SEL skills and reduce the overall effectiveness of

school-wide SEL initiatives (Durlak et al., 2011).

6.3 Implementation Practices and

Parent Engagement

The research shows that teachers prioritize parent

communication and relationship building, which

aligns with extensive research on the importance of

family-school partnerships in SEL implementation

(Collaborative for Academic, Social, and Emotional

Learning, 2023). Strong home-school connections are

vital for reinforcing SEL skills across different

settings and for maintaining consistent messages

about emotional and social expectations (Bierman et

al., 2008). This finding indicates that teachers

understand the ecological nature of child

development and see parents as essential partners in

supporting children's social-emotional growth.

However, the lowest scores in designing specific

SEL experience plans highlight a major

implementation challenge. This finding reflects

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233

broader issues in SEL curriculum development and

teacher training, where educators may lack targeted

preparation for creating developmentally appropriate

SEL activities (Jones et al., 2017). The gap between

recognizing the importance of SEL and applying this

knowledge to create practical learning experiences is

a key area for professional development.

6.4 The Integrated Implementation

Model

The qualitative findings revealing an "Integrated

Incorporation Model" represent a promising approach

to SEL implementation that aligns with

developmentally appropriate practices for early

childhood education. This model reflects the

understanding that young children learn best through

authentic, contextualized experiences rather than

isolated skill instruction (Denham, 2006). The

integration of SEL into storytelling, mealtime, and

group activities demonstrates teachers' intuitive grasp

of how social emotional skills develop naturally

through daily interactions and routines.

This integrated approach aligns with research

emphasizing the importance of embedding SEL

within existing classroom routines rather than treating

it as an extra curriculum element (Durlak et al., 2011).

Using daily routines as SEL learning opportunities

reflects best practices in early childhood education,

where predictable structures provide security while

offering multiple opportunities for skill practice and

reinforcement (Bierman et al., 2008).

However, although the integrated model shows

promise, the simultaneous discovery of low scores in

explicit SEL planning suggests possible

inconsistency in implementation quality. Without

systematic planning and intentional design of SEL

learning experiences, even well-meaning integration

may lack the coherence and progression necessary for

optimal skill development (Schonert-Reichl, 2017).

6.5 Recommendations for Implications

6.5.1 Teachers Need Better Training in

Explicit SEL Instruction Methods that

Link Theory with Practice

This training should focus on evidence-based

strategies for teaching specific social-emotional skills

in ways that are appropriate for development

(CASEL, 2023).

6.5.2 The Findings Highlight a Need for

Stronger Professional Learning

Communities that Encourage

Collaborative Reflection and Sharing

Experiences on SEL Implementation

Creating structured opportunities for teachers to

discuss challenges, share successes, and learn from

each other could significantly enhance the

effectiveness of SEL programs (Jennings &

Greenberg, 2009).

6.5.3 The Low Scores in SEL-Specific

Curriculum Planning Point to the Need

for Professional Development Focused

on Assessment, Goal-Setting, and the

Systematic Design of SEL Activities

Teachers would benefit from training on how to

create coherent, sequential learning experiences that

develop social-emotional skills over time while

maintaining their current integrated approach.

6.6 Recommendations for Future

Research

While this study provides valuable insights into SEL

implementation in a Thai province, several

limitations should be acknowledged. The research

focuses on teacher perceptions and self-reported

practices, which may not fully reflect actual

classroom implementation. Future studies should

include classroom observations and student outcome

measures to gain a more comprehensive

understanding of the SEL program's effectiveness.

Additionally, the cultural context of this research

might limit how well the findings apply to different

settings. Future studies should explore how cultural

values and educational environments influence SEL

implementation methods and their effectiveness

across diverse populations.

CONCLUSION

This research highlights both promising practices and

significant challenges in early childhood SEL

implementation. While teachers show a strong

theoretical understanding and dedication to integrated

approaches, gaps in knowledge of explicit instruction

and collaborative professional practices create

barriers to optimal implementation. Addressing these

challenges through targeted professional

development could greatly enhance the quality and

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effectiveness of SEL programs, ultimately supporting

children's social-emotional development and school

readiness. The findings underscore the complexity of

SEL implementation and the need for ongoing,

comprehensive support for educators working to

foster children's social-emotional skills in early

childhood settings.

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