Exploring the Role of Storyline, Characters, and Interactive Storytelling Techniques in Fostering Socio-Emotional Learning in Early Childhood Education

Abstract

This study explores the integration of socio-emotional learning (SEL) competencies in early childhood education through interactive storytelling with Big Books. It evaluates how storytelling sessions in a kindergarten setting promote SEL development, focusing on themes like self-awareness, empathy, and problem-solving. The research also examines how characters, settings, and events foster SEL growth. Additionally, creative storytelling techniques such as varied voice modulation, body language, and interactive prompts are analyzed for their role in enhancing children’s emotional understanding and encouraging social interaction. The study employs qualitative methods, including interviews with preschool teachers and observations of children aged 4 to 6. Data collection is based on evaluations by kindergarten teachers, who assess the programme's effectiveness using SEL competency integration and storytelling techniques. Thematic analysis identified key findings such as a successful SEL competency integration, improved social interaction, and enhanced emotional understanding through character and setting portrayal. Children engaged more with stories where characters modelled empathy, cooperation, and problem-solving. Techniques such as voice variation and body language promoted active participation, while clearly illustrated emotions helped children relate better to the characters' feelings. Children also showed increased interest and enthusiasm in reading activities, demonstrating joy during storytime. Educators should incorporate creative storytelling techniques and delivery to support holistic SEL development in early childhood education. This qualitative approach provides valuable insights for educators and policymakers to improve early literacy and SEL programs.