<![CDATA[Socio-emotional development is a crucial aspect of early childhood development, supporting a child's ability to interact, adapt, and regulate their behavior within social environments. This study aimed to analyze the socio-emotional development of children aged 5–6 years based on daily activities conducted in an early childhood education setting. A quantitative descriptive approach utilizing an observational method was employed. The participants consisted of 10 children from "Group B" at a Raudhatul Athfal (Islamic kindergarten) in Bandung Regency. Data collection involved an observation instrument designed around socio-emotional development indicators aligned with the Standards for Child Development Achievement Levels. Direct observations were conducted over two days, covering various daily activities such as morning exercises, classroom lessons, group games, communal meals, and Dhuha prayers. The collected data were analyzed using quantitative descriptive techniques based on observation scores for each indicator. The results indicate that the children's socio-emotional development generally falls into the "good" category. The children demonstrated the ability to take turns, cooperate with peers, perform tasks independently, show responsibility for assigned duties, and exercise self-control during school activities. The findings suggest that daily activities provide opportunities for children to develop various socio-emotional aspects through interactions with both peers and teachers. Thus, daily school activities play a role in supporting the socio-emotional development of children aged 5–6 years.]]>
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