Encouraging Socioemotional Development among Preschool Children through Responsive Practices of Teacher

Abstract

Socioemotional development of children at preschool level is crucial to ensure their healthy growth in the future. At preschool level, children receive early exposure in all aspects of development such as cognitive, physical as well as socioemotional development. Research methodology utilized in this study is the qualitative method in the form of case study. The instrument employed was face-to-face semi-structured interviews with 10 preschool teachers from the Education Ministry of Malaysia, using purposive sampling technique. Research findings clarify that there are four aspects that need to be performed by teachers to upgrade children's socioemotional development in preschool. First, teachers need to give children choice in making decisions so that they can form their own self-identity. Second, teachers praise children more frequently so that they will be motivated to behave in a better manner. Thirdly, teachers must be role models to children in order that these positive practices can become guidelines for them. Fourthly, teachers should practice positive approaches in every instance so that students feel safe when they are in preschool. In brief, teachers, as important agents in identifying socioemotional development needs of children, have great potential capacity to enhance this vital component for the children's benefit in future.