Exploring Teachers’ Strategies for Strengthening Children’s Emotion Regulation Through Play-Based Learning in Early Childhood Education

Lucky Dewanti

doi:10.58230/27454312.5190

Authors

Lucky Dewanti Universitas Muhammadiyah Bogor Raya

DOI:

https://doi.org/10.58230/27454312.5190

Keywords:

emotion regulation , play-based learning, teacher strategies, early childhood education, social-emotional development

Abstract

Emotion regulation is a fundamental component of early childhood social-emotional development because it is closely related to children’s ability to recognize, express, and manage emotional responses adaptively. In early childhood education, play-based learning may provide a natural context for supporting the development of emotion regulation. This study aimed to explore teachers’ reported strategies for supporting children’s emotion regulation through play-based learning in ECE institutions in Jonggol District, Bogor Regency. A descriptive qualitative approach was employed, involving 12 teachers from four ECE institutions who were selected through purposive sampling based on their teaching experience and involvement in play-based learning. Data were collected through semi-structured interviews and analyzed using thematic analysis involving coding, categorization, and theme development. The findings showed that teachers reported using role play, emotion recognition games, storytelling, collaborative games, verbal scaffolding, positive reinforcement, and calming routines. Teachers perceived these strategies as helpful in supporting children to recognize and name emotions, express feelings verbally, manage impulses, respond to social conflicts, and regain calm after experiencing negative emotions. However, teachers also reported that children’s responses were not uniform and that some children required repeated and individualized support. These findings suggest that play-based learning may provide a relevant pedagogical context for supporting children’s emotion regulation when accompanied by responsive and consistent teacher interaction. Because the findings were based solely on teachers’ interview accounts, they should be interpreted as perceptions of practice and perceived changes rather than as direct evidence of effectiveness.

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