📄 Abstract
This study aimed to answer the research questions: (RQ1) what were the experiences of the teachers in fostering emotional intelligence in early childhood education, (RQ2) what other strategies were used by teachers in fostering emotional intelligence among children, and (RQ3) what educational insights could be drawn from the experiences of early childhood education teachers as they fostered the emotional intelligence of the learners. This research was conducted in Matina Aplaya, Davao City, using a qualitative research approach that allowed an in-depth exploration of educators’ perspectives on fostering emotional intelligence in early childhood. Data were gathered through interviews and observations and analyzed by organizing, reducing, and describing the collected information. The study found that early childhood teachers fostered emotional intelligence through child-centered strategies such as calming techniques, play-based learning, structured routines, and nurturing support, leading to improved self-regulation and social behavior among learners. Teachers coped with challenges through emotional control, patience, collaboration, and sensory-based approaches. The findings implied that emotional intelligence should be integrated into daily teaching practices and supported by schools as a continuous process within instruction and classroom management. It was recommended that schools strengthen training, provide support systems, and promote consistent use of emotionally responsive and child-centered practices.
🏷️ Keywords
📚 How to Cite:
Erica D. Digal , EXPLORING TEACHERS’ PERSPECTIVE ON FOSTERING EMOTIONAL INTELLIGENCE IN EARLY CHILDHOOD , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 44 - 50 , DOI: https://doi.org/10.36713/epra28213