Enhancing Early Childhood Pre-service Teachers’ Competency in Designing Learning Experiences for Promoting Young Children’s Emotional and Social Intelligence through the Phenomenon-Based Learning Approach

Abstract

This research aimed (1) to develop a phenomenon-based learning (PhenoBL) approach for enhancing early childhood pre-service teachers’ competency in designing learning experiences to promote emotional and social intelligence (ESI) in young children, and (2) to examine the effectiveness of the developed approach. The study employed a research and development (R&D) methodology. Data were collected using a competency assessment rubric, self-reflection, and observation forms, and were analyzed through descriptive statistics and content analysis. The results revealed that the developed PhenoBL approach comprising five learning stages: (1) phenomenon exploration, (2) questioning and planning, (3) investigation and collaboration, (4) synthesis and communication. After implementation, pre-service teachers demonstrated significant improvement in their competencies in designing learning experiences that foster emotional and social intelligence in early childhood. The findings suggest that the PhenoBL approach effectively enhances pre-service teachers’ creativity, problem-solving ability, and understanding of holistic child development.