Exploring the perspectives, classroom strategies, and techniques of preschool teachers in developing the emotional resilience of preschool children in a blended learning setting

• Main Author: Casanova, Bianca Erine C.
• Format: text
• Language: English
• Published: Animo Repository 2024
• Subjects: Blended learning; Preschool teaching; Early Childhood Education; Educational Methods
• Online Access: https://animorepository.dlsu.edu.ph/etdm_elmd/42; https://animorepository.dlsu.edu.ph/context/etdm_elmd/article/1057/viewcontent/2024_Casanova_Final.pdf
• Institution: De La Salle University

The COVID-19 pandemic has reshaped education globally, presenting unprecedented challenges in early childhood education. As teachers adapt to new teaching environments, the need to foster emotional resilience in children has become more exigent than ever. This study explored Filipino private preschool teachers’ perspectives, classroom strategies, and techniques for developing emotional resilience in a blended learning setting. A qualitative research methodology was employed, using data collected through online pre-surveys, interviews, and classroom observations with six teachers from three schools. Using thematic analysis, the findings revealed that teachers perceive emotional resilience as the ability to adapt and solve challenges, implementing strategies such as modeling and demonstration. Classroom techniques were both distinct and similar based on the teacher's creativity and approach. All schools support children's adaptability and emotional flexibility by establishing daily routines and guiding children in routine changes. Moreover, open communication, emotion processing, and mindfulness exercises are used to reinforce children’s self-regulation. To nurture positive relationships, all schools incorporate opportunities for interaction and collaboration such as play, group activities, and peer conversations, and circle time activities. The study accentuated how these perspectives, strategies, and techniques are interconnected, contributing to children's emotional development. Limitations and implications for fostering emotional resilience were discussed.