<![CDATA[Social-emotional skills in early childhood have distinct characteristics, needs, abilities, and developmental patterns. These skills do not develop automatically but require consistent stimulation and guidance from teachers as educators and significant figures in the school environment. This study aims to describe childhood’s social-emotional and analyze teacher's strategies for suporting this development RA Nurul Mubarok Curahdami Sukorambi, Jember. This study employed a qualitative approach using a case study design. The research data were obtained through participatory observation in Class A at RA Nurul Mubarok, in-depth interviews with educators, and document analysis, including the curriculum, lesson plans, and children’s developmental records obtained from teachers and the school principal. The data was analyzed thematically, and the validity was strengthened through source and technique triangulation. The findings showed that children at RA Nurul Mubarok generally demonstrated basic social-emotional skills, including cooperating with others, following simple rules, sharing, waiting for their turn, and showing empathy. However, emotional regulation skill had not developed at the same level in every child, particularly when conflicts, competition, or changes in activities occurred. Teachers addressed these challenges through structured social play, role-playing, group activities, circle time, positive reinforcement, and emotional support through dialogue. These strategies were implemented flexibly by taking into account each child’s individual characteristics and readiness. Institutional support and the habituation of Islamic values, such as compassion, patience, forgiveness, and positive role modeling, also strengthened the process. Thus, children’s social-emotional development can be fostered more optimally when responsive pedagogical strategies are combined with a supportive school environment and character development based on values.]]>
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