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VOL. 10, ISSUE 2 (2025)
The role of teachers' socio-emotional competencies in shaping early childhood education environments
Authors
Honey Thakkar, Dr. Asha Menon
Abstract
Background:
Teachers' socio-emotional competencies (SEC) are becoming more widely
acknowledged as central to the effectiveness of early childhood education (ECE)
programs. Effective SEC in teachers support the creation of warm, stimulating,
and emotionally supportive learning environments that facilitate children's
cognitive, social, and emotional development. SEC, though highly valued, is
relatively under-prioritized, especially in developing nations such as India.
This article examines teachers' socio-emotional competencies' role in
influencing early childhood settings, comparing global and Indian contexts. It
summarizes difficulties in teachers' development of SEC, underscores the necessity
for teacher support systems as an urgent requirement, and presents
recommendations for incorporating socio-emotional learning (SEL) into teacher
training. Applying Bronfenbrenner's ecological systems theory as a conceptual
framework, the paper emphasizes that a child's microsystem with the teacher as
a key individual significantly impacts developmental outcomes. The results
contend that investing in teachers' socio-emotional abilities is not additive
but critical to the development of resilient, empathetic, and emotionally
intelligent future generations
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Pages:123-127
How to cite this article:
Honey Thakkar, Dr. Asha Menon "The role of teachers' socio-emotional competencies in shaping early childhood education environments". International Journal of Advanced Education and Research, Vol 10, Issue 2, 2025, Pages 123-127
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