Developing Emotional Regulation Skills in Preschool-Aged Children Through SEL-Based Classroom Activities

Abstract

This study examined whether structured, developmentally calibrated Social and Emotional Learning (SEL) activities improve emotional regulation in preschool-aged children (5–6 years), an area comparatively under-examined relative to school-aged populations. Using a quasi-experimental, mixed-methods design, ten preschoolers took part in an eight-week, classroom-embedded SEL curriculum comprising seven activity types (emotion-identification games, deep breathing, mindfulness exercises, emotion-themed storytime, puppet scenarios, collaborative play, and a Calm-Down Corner). Data were drawn from pre- and post-intervention teacher/parent questionnaires (N = 100), the Emotion Regulation Checklist (ERC), teacher-rated behaviour scales, and semi-structured interviews with parents, teachers, and the school principal. Results showed consistent improvement across all measured indicators: children rated able to recognise and label their own emotions rose from 6% to 90%, use of verbal rather than physical expression when upset rose from 7% to 87%, and use of taught calming strategies rose from 7% to 80%. Teacher-rated scales and ERC data corroborated these gains, although 20–40% of children continued to show situation-specific dysregulation. Parent interviews confirmed transfer of regulation skills to the home setting. The findings support embedding structured, play-based SEL practice — particularly activities targeting self-awareness and self-management — within early-childhood curricula to strengthen preschoolers' emotional regulation and classroom climate.