<![CDATA[This study aims to analyze the implementation of deep learning based instruction in developing early childhood social-emotional development in Kindergarten. Using a qualitative descriptive design, the research involved children aged 5–6 years from one classroom group who were selected purposively based on their active participation in learning activities. Teachers were included as key informants to provide information regarding the planning and implementation of learning. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation such as children’s development records and learning materials. Data analysis was conducted through data reduction, data display, and conclusion drawing. In addition, a thematic coding process was applied to identify patterns related to experiential, interactive, and reflective learning practices. To ensure trustworthiness, triangulation of data sources and methods was used by comparing findings from observations, interviews, and documentation. The novelty of this study lies in providing a qualitative account of how deep learning principles experiential, interactive, and reflective learning are integrated into daily classroom practices in early childhood education. The findings indicate that learning activities based on real experiences and active participation encourage the development of cooperation, emotional regulation, empathy, and independence among children. Children also showed increased emotional engagement and more positive interactions with peers during learning activities. Overall, the results suggest that experience-oriented learning strategies can support social-emotional development in early childhood classrooms within the context of the studied kindergarten. These findings provide practical insights for educators in designing meaningful and participatory learning environments to support holistic child development.]]>
