Promoting Socio-Emotional Development in Early Childhood Education Environment

Abstract

This study explored the relationship between social-emotional development and academic performance among early childhood learners. Assessments were conducted across five social-emotional domains: emotional awareness, self-regulation, social skills, relationships with adults, and pro-social behavior, while academic performance was measured in English, Mathematics, and Araling Panlipunan (AP). The findings revealed that although learners exhibited high social-emotional competencies, only the relationship with adults showed a statistically significant correlation with academic performance in Mathematics and AP. No significant relationship was found between social-emotional development and English performance. These results suggest that fostering strong relationships with adults may be particularly important in enhancing academic outcomes, especially in numeracy and social studies, while other social-emotional factors may not directly influence English performance.