<![CDATA[Social and emotional development in early childhood is often suboptimal, as reflected in children’s reluctance to play with peers, difficulty sharing, limited respect for others’ opinions, and inability to manage their emotions. This study aims to analyze the concept, implementation stages, and mechanisms of the sociodrama method and to synthesize empirical findings on its contribution to young children’s social and emotional development. The study adopted a qualitative approach using library research. Data were collected through documentary analysis of textbooks and research articles and analyzed using content analysis and inductive reasoning. The findings indicate that sociodrama conducted through warm-up activities, role enactment, and reflective discussion stimulates emotion recognition and expression, self-control, empathy, sharing, cooperation, and communication. A synthesis of nine research reports reveals a consistent trend toward improvement; however, experimental evidence indicates that the effects are domain-specific and depend strongly on the quality of teacher facilitation. The values embodied in parent–child dialogue in the Qur’an reinforce the foundation of reflective discussion in sociodrama. Sociodrama is a viable method for early childhood teachers when roles are planned around children’s social experiences]]>
Copyrights © 2025
