Enhancing Social-Emotional Skills in Early Childhood Education - A Comparative Analysis

Abstract

This research aimed to examine the social-emotional development among 4 to 8-year-old children in Punjab, Pakistan, and the interaction between teachers and parents in their mental upbringing, especially in two districts of Punjab. This study used the mixed method research design. Sixty public and private schools from Jhang and Multan were chosen using the convenience sampling technique. The data was collected using the questionnaires and interviews. Prior to data collection, the study instrument's validity and usability were verified. Each of the schools in the Early Childhood Education (ECE) program was observed two times to assess their social-emotional development. Qualitative data were analyzed with statistical tools, and qualitative data were analyzed according to a thematic scheme. The research determined that there is a need to enhance the pupils'social-emotional development. The private school children exhibited a greater proficiency in social and emotional development skills (variables) such as solving problems, empathy, peer interaction skills, seeking attention, and avoiding fighting or conflict. The teachers and parents were alsofacing challenges stemming from the disparities in pupils' backgrounds and cultures, insufficient time dedicated to fostering these developmental skills within the school, and variations in children's personalities. It is advisable to engage parents, in addition to the school, in the cultivation of their children's social-emotional development at this early stage of schooling.