For successful Social and Emotional Learning (SEL) implementation in the educational process, a fundamental question arises: how to ensure adequate professional development for teachers—both pre-service and in-service—to improve the quality and effectiveness of social-emotional skills.
The professional development of teachers is understood as a lifelong process of learning and growth in the personal, social, and professional fields. It is important how the teacher views their competencies and how they assess the opportunities for professional action in the direction of critical, independent, and responsible decision-making and action (Kalin & Čepić, 2019; Čepić & Šćulac, 2019).
The effectiveness of each teacher–child interaction depends, in part, on the adult’s ability to understand social and emotional cues and respond appropriately. Continuing teacher training and professional development should emphasize the enhancement of preschool teachers' social competencies, such as empathy, communication, collaboration, and teamwork. By teaching empathy, teachers create a supportive environment where children learn to understand and respond to others' emotions. Effective communication strategies are essential for helping children express their feelings and understand different perspectives. Furthermore, kindergarten teachers should facilitate group activities that promote collaboration and teamwork, encouraging children to respect diverse ideas and contributions.
Scientific studies (e.g., Ranta et al., 2020; Brown et al., 2019; Blewitt et al., 2018; Tatalović Vorkapić & Čepić, 2020) confirm that empathy, high-quality communication, and well-developed social competencies among kindergarten teachers are key factors that positively influence the emotional and social development of children in early and preschool years. Blewitt et al. (2018) proposed a conceptual model aimed at encouraging social and emotional learning in preschoolers by focusing on the quality and intentionality of teacher–child interactions. The authors drew upon two frameworks relevant to early childhood settings: the Teaching Through Interactions Framework, which outlines the types of interactions associated with positive child outcomes, and the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. This systematic, tiered approach seeks to implement strategies that enhance social-emotional well-being. The model could guide teachers in applying appropriate techniques and fostering positive relationships through daily interactions with children.
Evaluating current teacher–child interactions and identifying areas for improvement help in understanding existing practices and establishing a baseline for enhancement. Providing teachers with targeted training, implementation, reflection, feedback, and ongoing professional development are crucial factors in improving teachers' social competencies and the quality of teacher–child interactions, particularly in terms of children's social-emotional functioning and overall well-being.
Teachers with high levels of empathy help children develop emotional intelligence, foster better social interactions among peers, and are more effective in responding to children's emotional needs, thereby reducing stress and aggressive behavior. Reflective practices are essential for improving teachers' empathetic abilities. By engaging in reflective exercises, such as journaling or peer discussions, teachers can better understand their emotional responses and biases, which helps them respond more empathetically to children's needs. The study advocates for ongoing reflective training as part of teachers' professional development to promote deeper emotional engagement and improve the quality of teacher–child interactions. These findings emphasize that empathy is not an inherent trait but a skill that can and should be cultivated through targeted professional development.
Communication plays a central role in child development. Teachers who practice open, clear, and positive communication help children develop better language and social skills. Active listening and responding to children's inquiries and needs encourage them to feel more secure and confident. Both verbal and non-verbal communication play a crucial role in building trust between teachers and children. Research has shown that communication plays a key role in fostering children's emotional regulation and social skills. Teachers who use open-ended questions, active listening, and reflective communication strategies are better able to help children articulate their emotions and understand others' perspectives. Professional development programs for teachers should emphasize communication training, particularly strategies that support emotional expression and understanding. Additionally, training focused on emotional attunement and conflict resolution is essential. Techniques such as active listening, open-ended questioning, and modeling appropriate emotional expression should be given stronger emphasis in continuous professional development programs for kindergarten teachers.
Teachers' social competencies, which include the ability to create a positive and supportive environment, significantly impact children's overall development. Teachers with well-developed social competencies are better equipped to manage group dynamics and conflicts among children. Children learn social skills by observing and interacting with teachers who demonstrate effective social strategies. Setting clear and consistent boundaries, combined with warmth and support, helps children develop a sense of security and self-regulation. Therefore, teachers who continuously improve in these areas can make a significant contribution to creating a positive and supportive environment, which is essential for the health and well-being of children. Professional development that equips teachers with tools to scaffold collaborative activities effectively ensures that children not only participate in group work but also learn essential teamwork and conflict-resolution skills. The importance of professional development programs focused on collaboration and teamwork strategies must be emphasized, both for teachers working with children and within their own professional practice. Training that focuses on modeling, guiding group interactions, and promoting collaborative problem-solving is key to improving children's social and teamwork skills.
In summary, teachers’ social competence is crucial for managing group dynamics. Teachers with well-developed social skills, such as empathy, communication, and conflict resolution, are better able to manage group dynamics in educational settings. This leads to a more cohesive, positive learning environment where children feel supported and engaged. Professional development should focus on group management strategies. Programs should prioritize skills such as active listening, peer mediation techniques, and fostering inclusive participation, as these are essential for creating a collaborative and harmonious climate.
Training in social competence improves teacher–child interactions and has a positive impact on children's social-emotional development. Short-term training programs are not sufficient for lasting changes in teacher behavior. Continuing teachers’ professional learning and development, supported by regular reflective practices and peer collaboration, are necessary to reinforce social competence and ensure that teachers consistently apply these skills in their daily interactions with children. Continuous support and reflection are essential, as social competence is a dynamic skill set that requires ongoing learning and adaptation.
These conclusions underscore the critical role of sustained professional development in enhancing kindergarten teachers' social competencies, which directly benefit both teacher–child relationships and children's overall development. Comprehensive and continuous professional development programs that integrate theory, practice, and reflective learning are particularly important for cultivating strong social competence in kindergarten teachers.
Two children in the group of teachers H. and J. have problems with emotional regulation and anger control. They have tantrums. Sometimes the children bang their heads on the floor or even endanger other children or teachers by throwing toys and pencils.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
The application of techniques based on empathy and support for positive behavior is important. First, kindergarten teachers should establish a predictable routine to provide a sense of security and reduce stress triggers. Second, modeling emotional regulation through calm reactions and verbalizing emotions (e.g., "“I see you’re upset; let’s take a deep breath together”") helps children develop emotional awareness. Third, implementing proactive strategies such as redirecting attention, offering sensory tools (e.g., stress balls), and reinforcing positive behaviors with instant praise fosters self-regulation skills. Additionally, creating a supportive environment with clear boundaries and empathetic engagement helps children feel understood and supported while reducing aggression. Cooperation with parents and experts ensures consistency and the use of appropriately adapted educational methods.
F. (5) is a child with difficulties in the social and emotional area of development. He stays in the group from 9 to 12. He has frequent and intense tantrums. On Monday at lunchtime, F. does not want to join the group and decides he doesn't want to eat lunch. Every invitation to join in is fruitless. After lunchtime, F.’s grandma comes to pick him up. The teacher explains that F. had no lunch because he refused to eat. Grandma becomes angry and complains that they are paying for kindergarten meals. All of a sudden, F. claims that he is hungry. Grandma demands that he be offered lunch immediately. Other children in the group witness the scene and seem irritated.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Approaching with empathy and active listening, confirming grandma’s concerns while remaining calm and professional, is especially important in this situation. The kindergarten teacher can explain the steps taken to encourage the child to eat while emphasizing the child’s autonomy and emotional state at the time, ensuring that the grandmother feels heard. Offering a solution, such as providing a small snack or discussing meal preferences collaboratively, demonstrates flexibility and care. Additionally, the kindergarten teacher can model emotional regulation by maintaining composure and using language that reassures both the child and the grandmother, setting an example for the children observing the interaction. To prevent similar situations, the kindergarten teacher might suggest a follow-up meeting to align expectations and develop strategies tailored to the child’s needs, fostering a supportive partnership with the family.
M. is an educator in an age-mixed group. The youngest child is 2;4, the eldest 5;7 years old. Today, the mother of Z., a new boy/girl (2;3), spent the day in kindergarten to help her child settle in. Before she leaves, she has a talk with M.: “I am so impressed and touched. I feel as if you have a close and heartwarming connection with every child. And children talk about everything! They are not at all shy. It seems as if they feel really safe. How do you manage that? Do you have an extra huge heart?”
M. answers: “Thank you. It makes me glad to hear that you realized how well we get along here. One thing we do in kindergarten is always pay attention to the emotional status of children. We do this in a practical way. Often, we act like a ‘mirror,’ showing a child with our bodily and verbal expression that we try to understand their ongoing emotions. So, children feel safe and seen as a person.”
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
In such a situation, the kindergarten teacher can acknowledge the parent’s emotions and strengthen the bond by expressing gratitude and modesty. By confirming the parent’s observations, the teacher validates their perspective and deepens trust. They can explain that building strong relationships with children involves intentionally modeling empathy, actively listening, and fostering a safe environment where children feel valued and understood. Highlighting practices such as aligning with individual needs, encouraging open communication, and maintaining consistent routines helps parents appreciate the professional strategies involved. This approach not only shows respect for the parent’s feelings but also strengthens the partnership between teachers and parents in supporting the child’s development.
By involving children in the rule-making process and helping them understand the purpose behind the rules, teachers can support them in following these expectations. A kindergarten teacher can use positive reinforcement to praise and encourage behaviors that align with the rules while calmly redirecting inappropriate actions. Modeling respectful and empathetic behavior demonstrates how to communicate positively with others. Visual aids, such as posters with simple illustrations of the rules, can serve as helpful reminders. Additionally, the kindergarten teacher can use role-play and group discussions to help children practice rule-following scenarios, emphasizing the importance of creating a safe and respectful environment for everyone.
Today, F. (5;5) has a hard time finding an activity or a place that suits him. The teacher suggests several activities. First, F. starts a game with cubes and trains but soon stops and leaves the scattered toys on the floor. Then F. starts painting but gives up and leaves a mess on the table. The teacher kindly reminds him to put away the toys and utensils he used before starting something new. F. doesn’t want to do so. The teacher is persistent: “Come on, it won’t take long to get this done!” and even offers to help clean up, but F. walks away shouting angrily, “Leave me alone! I hate you!”
Although the teacher is paying attention and interacting with the child, there is no positive outcome. At which point did communication go wrong? What was the teacher’s aim? How would you address the child?
Communication went wrong when the kindergarten teacher insisted on cleaning despite the child’s visible frustration, which escalated rather than de-escalated the situation. The teacher’s goal in this scenario should be to help the child regulate his emotions and feel understood, rather than to focus immediately on completing the task. A socially competent kindergarten teacher should validate the child’s feelings by calmly acknowledging his frustration ("“I see you’re upset; it’s okay to feel that way”") and giving him space to calm down. Once the child has settled, the teacher can gently revisit the cleaning task, presenting it positively, offering choices, or incorporating playful elements ("“Can we work as a team to clean up quickly?”"). This approach models empathy, reduces conflict, and supports the child’s emotional self-regulation.
F. (4;11) approaches teacher M. F. seems terribly upset—breathing heavily, with tears in the eyes—and struggles to verbalize what is going on. M. says, “Come on, F., why don’t you talk when there is something wrong? Don’t you think you’re overreacting? This looks like a drama.”
Later, F. (4;11) approaches teacher O. F. again seems terribly upset—breathing heavily, with tears in the eyes—and struggles to verbalize what is going on.
O. says, “Hello, F., you are upset. It’s extremely hard for you to talk now. We can take a couple of slow, deep breaths together if you want to. This might help you relax and make talking easier.”
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Acknowledging the child’s feelings, offering support, and proposing a soothing strategy foster trust and emotional security. A socially competent kindergarten teacher would validate the child’s emotions by calmly recognizing their distress ("“I see you’re upset; it’s okay to feel that way”"). They would use calming strategies such as deep breathing, providing a comforting presence, and using simple, gentle language to guide the child toward calm. Avoiding judgment or pressure to verbalize immediately allows the child to process emotions at their own pace. Building a safe environment grounded in consistent empathy and patience helps children develop self-regulation skills over time.
It is especially important to set clear, age-appropriate guidelines for physical contact between kindergarten teachers and children. Education on appropriate interactions is essential, emphasizing the need to maintain a safe and supportive environment that provides emotional warmth without crossing personal or professional boundaries.
Supporting a kindergarten teacher through counseling and professional development can help address any underlying concerns while reinforcing the importance of appropriate behavior and safeguarding children’s well-being.
A variety of strategies can be used to build a positive relationship with a child with special needs by fostering trust and understanding through clear, consistent communication. Using simple, direct language tailored to the child’s cognitive level helps ensure they understand expectations. Active listening and validating the child’s feelings promote emotional safety and respect. Non-verbal cues such as eye contact, gestures, and positive reinforcement can further enhance communication and engagement. Additionally, a collaborative approach with caregivers and specialists ensures that the educator’s communication style aligns with the child’s individual needs and supports their overall development.
During the cold and dark months of the year, the ceiling lamps in rooms and corridors are constantly switched on. The artificial light is very efficient but cold.
One child expresses, “It is like a big flashlight! It hurts my eyes.”
“What should we do?” asks the teacher of the “Wise Mice” group.
The children discuss and finally decide to start an experiment and turn off the ceiling lamps. Suddenly, the room is dark. It is not easy to see features, and some children become a little frightened.
“We need a night light. I have one at home,” J. (5;6) says.
Another child remembers that they use tiny plastic candles powered by batteries at birthday celebrations. The teachers bring small lights. Finally, the group gathers around six small “candles.” All the children relax, and together they enjoy the small circle of flickering light.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Some of the key strategies that a kindergarten teacher can apply include:
Last week, teachers F. and K. evaluated how children use the building area. They discussed the outcomes and realized that most of the time, there is more frustrated shouting than actual play happening in that corner. K. wanted to help the children and had several ideas to improve the situation. She/he wanted to buy a “traffic light,” hang up posters with visualized behavior advice, and do many other things.
F. suggested another approach: “Let’s take a step back and talk with the group first.” K. doubtfully agreed.
They asked the children about the situation, and the results were interesting:
F. and K. asked the children to map out ideas to alter the setting.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
To promote collaboration and respect in the construction area, a socially competent kindergarten teacher can establish clear group norms for turn-taking, sharing, and respectful communication—co-created with the children to ensure their engagement and ownership. Introducing collaborative building challenges (e.g., "“Let’s build the tallest tower together”") fosters teamwork and shared goals. The educator can model problem-solving by mediating disputes constructively, encouraging children to articulate their feelings and propose solutions. Using role assignments (e.g., planner, builder, decorator) ensures all children contribute meaningfully and respect one another’s roles. Lastly, regular reflection sessions where children share their experiences and ideas for improvement reinforce positive behaviors, empathy, and collaboration.
After the new kindergarten year started in September, every day in the “Bees Group” became a real challenge for the teachers. The “bees” did not behave like those busy and organized insects. There was a lot of shouting all day long. Children did not like to share materials, and when someone was angry, he or she often pushed other children. Things seemed to get worse day by day. Both teachers shared their observations and decided to emphasize fostering mediation and problem-solving skills in their educational work. First, they established a routine to help children feel safe: whenever an argument took place or one or more children came close to an emotional meltdown, they gave a “Stop” signal.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
To address yelling, reluctance to share, and physical conflicts, a kindergarten teacher can explicitly teach social skills through role-play and storytelling, helping children learn to share, take turns, and express their emotions constructively. Establishing a conflict resolution corner provides a peaceful space for children to discuss and resolve disputes with guided instructions. Collaborative projects, such as creating group art or building together, encourage teamwork and shared goals. Visual cues such as posters or cards with simple conflict resolution steps help children remember strategies on their own. Finally, the kindergarten teacher should consistently model and reinforce positive behaviors by praising examples of sharing, problem-solving, and collaboration to create a supportive and cooperative environment.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
All contents, in particular texts, pictures and graphics, are protected by copyright. Unless expressly stated otherwise, copyright is held by sel.eduskills.plus and is licensed under Creative Commons Attribution - Non-commercial - Distribution under the same conditions 4.0 International license. They may be subject to the terms of the license.
© 2024-2026 sel.eduskills.plus | Impressum