Teacher Strategies for Social-Emotional Development in Early Childhood at Nathawee Municipal School, Thailand

Iswanda Riski Pratiwi, Yes Matheos Lasarus, Eka Cahya Maulidiyah, Melia Dwi Widayanti

Abstract


This study aims to describe teacher strategies in implementing learning that supports the social-emotional development of early childhood at Nathawee Municipal School, Thailand. The study used a qualitative descriptive method with data collection techniques including observation, in-depth interviews, and documentation. The findings indicate that teachers applied strategies rooted in local culture and consistent daily routines, such as Thai-style greetings, flag ceremonies, morning milk queues, and independence routines like brushing teeth, bathing, and bed-making. Additional strategies include storytelling with Thai folktales, emotional discussions, and collaborative group work. These approaches proved effective in fostering empathy, independence, and emotional regulation in young children.

Keywords


teacher strategies, social-emotional, early childhood, contextual learning, local culture

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References


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DOI: http://dx.doi.org/10.31000/ceria.v14i3.14571

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Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini

Program Studi Pendidikan Guru-Pendidikan Anak Usia Dini (PG-PAUD)

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Muhammadiyah Tangerang

Jl. Perintis Kemerdekaan I/33, Cikokol 

Kota Tangerang, Indonesia

e-mail: ceriaumt@gmail.com

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