ABSTRACT
This study explores Early Childhood Education (ECE) teachers’ perspectives on fostering social and emotional development in young children, focusing on strategies to build resilience, empathy, and collaboration. The research addresses the importance of these skills in equipping children to navigate challenges and regulate emotions, particularly within the diverse socio-cultural context of Greater Jakarta. Using a qualitative exploratory design, data were collected from 108 ECE teachers with over five years of teaching experience through open-ended questionnaires. Data analysis followed Saldaña's coding framework, identifying four key themes: peer support mechanisms, resilience strategies, emotional development activities, and environmental factors. Findings reveal that structured peer interactions, stress management exercises, positive reinforcement, and supportive classroom environments are essential for nurturing social-emotional growth. The study recommends professional development programs for teachers and collaborative efforts among educators, parents, and policymakers. Future research should explore broader regions and conduct longitudinal studies to examine long-term impacts.
