Tiny Voices, Big Feelings: Early Childhood Teachers’ Approaches to Supporting Children’s Emotional Literacy

Abstract

The purpose of the study is to gain insights into the challenges, strategies, and factors that enable effective support for young children's emotional literacy in real-world settings. By understanding the experiences and perspectives of practicing teachers, the researchers can better prepare for their future role and make informed decisions about teaching practices. A qualitative research design was utilized in this study, and data was gathered via an interview guide that was distributed to the target Early Childhood teachers. This study aims to gather recurring themes on their Observable improvement in children’s emotional awareness, self-regulation, and expression, Positive behaviour and self-control in classroom settings, Assessment through observation and interaction in daily routines, Emotional literacy fosters empathy and positive peer relationships, enhances focus, motivation, and classroom participation, supporting academic success. The findings seek to offer insights that will highlight that emotional literacy is more than just a social skill it is a foundation for lifelong success.