ENHANCING SOCIAL-EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOLD THROUGH CIRCLE TIME ACTIVITIES

This study explores how structured classroom routines—specifically morning meetings and circle time activities—support the development of key social-emotional skills in preschool-aged children. With a focus on emotional regulation, empathy, and peer interaction, the research aims to evaluate how consistent, guided group experiences enhance children's readiness for both academic and social success. Given that emotional competence in early childhood is a strong predictor of later achievement, this study highlights the critical role of intentional classroom practices. Data will be collected through observational tools such as anecdotal records and the CLASS (Classroom Assessment Scoring System) domains, allowing for a detailed analysis of children's behaviors and teacher-child interactions. Findings from this study are expected to inform best practices in early childhood education, emphasizing the value of social-emotional learning during daily routines.