Promoting the Emotional and Social Intelligence of Early Childhood by Improving Pre-Service Teacher Performance Through Collaborative Learning Process

Objective: Early childhood teachers play a crucial role in determining the direction of children's development by possessing an understanding of the science of early childhood education and appropriate strategies for organizing teaching and learning activities. This semi-experimental research aims to investigate the effectiveness of collaborative teaching processes in promoting emotional and social intelligence skills among early childhood education students. Theoretical Framework: Promoting the emotional and social intelligence of early childhood. Pre-service teacher performance through collaborative learning process Method: The target group for this research comprises of 60 first-year pre-service teacher studying Early Childhood Education in the Faculty of Education at Suan Sunandha Rajabhat University, enrolled in the ECC1306 course for organizing emotional and social intelligence skills activities for early childhood in the second semester of the academic year 2021. The research design is semi-experimental quasi-experimental research, with purposive sampling selected by the researchers themselves, as they are the instructors for the course. Results and Discussion: The results showed that pre-service teacher achieved higher academic achievement through collaborative learning activities, with a 33.56% increase in scores. this study suggests that collaborative learning activities designed to promote emotional and social intelligence in early childhood can lead to improved academic achievement and higher levels of student satisfaction with cooperative learning management. Research Implications: It would be valuable to investigate the impact of the umbrella learning process and cooperative learning activities on emotional and social intelligence development in children beyond the early childhood years. Future research could focus on examining the impact of these teaching methods on diverse student populations, including students with disabilities or from different cultural and linguistic backgrounds. It would be valuable to explore the potential for technology-mediated cooperative learning activities, as well as other innovative approaches to collaborative teaching. Originality/Value: when individually considering pre-service teacher's pre and post test scores, they were found to have higher academic achievement after participating in all cooperative learning activities in designing activities that promote emotional and social intelligence of early childhood at the highest level (X = 3.88, S.D. = 0.18).