This study had two primary objectives: to describe the lived experiences of millennial kindergarten teachers in nurturing learners' social and emotional development and to identify their classroom practices, challenges encountered, coping mechanisms, and insights in integrating Social and Emotional Learning (SEL) in instruction. A phenomenological qualitative research design was employed, involving ten (10) kindergarten teachers from New Bataan District. Participants underwent in-depth interviews to gather firsthand perspectives on promoting empathy, cooperation, emotional regulation, and positive social behaviors. Data analysis utilized thematic analysis to uncover key themes and patterns from responses. Results indicated that teachers nurture development by creating safe and caring environments and embedding SEL through play, storytelling, and daily routines. Persistent challenges identified included managing intense emotions and difficult behaviors, limited home support, and weak family-school alignment. To cope, teachers employed strategies such as co-regulation, responsive guidance, stress management, collegial support, and strengthening parent partnerships. The findings suggest that SEL implementation requires systematic support beyond individual efforts, teacher well-being is essential for children's growth, and family-school partnerships must be strengthened for holistic development.
Armida Mabasa (Tue,) studied this question.
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