The Role Of Teachers In Guiding The Emotional Development Of 4–5-Year-Old Children At Al Khuzamy Kindergarten

Abstract

Children aged 4-5 years are in a critical phase of emotional development, yet many early childhood education institutions still focus predominantly on cognitive aspects. This study aims to comprehensively describe the teacher's role in guiding children's emotional development, identify supporting and inhibiting factors, and analyze their impact on children's behavior. Using a qualitative descriptive approach, data were collected through participatory observation, semi-structured interviews, and documentation at TK Al Khuzamy. The results showed that teachers actively perform five main roles: as a model, motivator, facilitator, evaluator, and guide. Main supporting factors include support from the principal, colleague collaboration, parent participation, and high teacher commitment. Meanwhile, inhibiting factors include inconsistent parenting styles, limited school facilities, and parents' lack of emotional literacy. The impact of structured emotional guidance is highly positive on emotion regulation, social interactions, self-confidence, empathy growth, and children's learning readiness. In conclusion, the teacher's role is crucial in laying the foundation for the emotional intelligence of children aged 4-5 years.