Peer-reviewed article
Analysis of Early Childhood Social-Emotional Development Using the EMC2 Approach in Early Childhood Education Institutions
Mushab Al Umairi, Alfiyanti Nurkhasyanah, Abdul Razak Masae ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looks at the social and emotional development of young children in early childhood education institutions (PAUD) where the EMC2 approach is used. It is a qualitative descriptive field study based on observation, interviews and documentation. The authors report that 74% of children fall in the 'Developing' category (cumulative BSH and BSB). They conclude that teachers who understand child development stages and give structured adult support can reduce social-emotional barriers. They recommend building teachers' skills in emotional literacy and giving more personal support to children still classed as 'Undeveloped'.
Key points
- The study used a field research design with a qualitative descriptive approach.
- Data came from observation, interviews and documentation, analysed narratively.
- 74% of students were in the 'Developing' category (cumulative BSH and BSB).
- The authors conclude the EMC2 approach is effective for mapping and stimulating children's emotional intelligence in formal settings.
- The authors call for standardised teacher competencies in emotional literacy and more personalised support for the remaining 'Undeveloped' children.
Limitations
The abstract gives no sample size, setting or country, and does not define the BSH and BSB categories. There is no comparison group or before-and-after measurement, so it cannot show that the EMC2 approach caused the results.
Abstract
Children's inability to manage their social and emotional well-being requires strategic intervention through adult support. This study aims to analyze the social and emotional development of early childhood through the implementation of the EMC2 approach in the PAUD environment. This study employed a field research design with a qualitative descriptive approach. Data were collected through observation, interviews, and documentation. Data analysis was conducted narratively to describe the opinions, actions, and phenomena observed during the study. Theoretically, this study confirms that the EMC2 approach is effective in mapping and stimulating children's emotional intelligence in formal settings. Practically, the high percentage of students in the "Developing" category (74% cumulative BSH and BSB) indicates that integrating teachers' understanding of children's developmental stages and structured adult support can minimize social-emotional barriers. These results imply the importance of standardizing teacher competencies in emotional literacy to ensure that the remaining percentage of "Undeveloped" children can be accommodated through more personalized interventions.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- The EMC2 approach, with teacher understanding of developmental stages and structured adult support, in early childhood education institutions (PAUD)
- Population
- Children in early childhood education institutions (PAUD); the number and age are not stated in the abstract
Key finding
74% of students were in the 'Developing' category (cumulative BSH and BSB).
Umairi et al. · Crossref · 29 Apr 2026