Cultivating Emotional and Social Development in Early Learners

Abstract

This study aimed to examine the relationship between social-emotional development and academic performance among early childhood learners A quantitative descriptive correlational research design was used. Data on social-emotional development were gathered through a structured questionnaire assessing emotional awareness and expression, self-regulation, social skills, relationships with adults, and pro-social behavior. Academic performance in literacy and numeracy was obtained from school records. Statistical analysis, including Pearson’s correlation, was applied to determine the relationship between socio-emotional competencies and academic outcomes. Results showed that while learners displayed strong social-emotional competencies across various domains, no statistically significant relationship was found between these competencies and academic performance in literacy or numeracy. The findings suggest that other factors may play a more crucial role in predicting academic success, and further research is recommended to explore additional influences on early childhood academic outcomes. Ethical considerations were maintained throughout the study.