ASSESSING TEACHERS QUALIFICATION AND PROFESSIONAL EXPERIENCE IN SOCIO-EMOTIONAL DEVELOPMENT OF PRESCHOOLERS
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Authors
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SOUMYA HIRELINGANNAVAR
Department of Human Development and Family Studies,College of Community Science University of Agricultural Sciences, Dharwad- 580005, Karnataka, India
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MANJULA PATIL
Department of Human Development and Family Studies,College of Community Science University of Agricultural Sciences, Dharwad- 580005, Karnataka, India
Keywords:
Preschool children, Professional experience, Social and emotional development,, Teacher qualificationAbstract
The present study was carried out in Dharwad taluk, Karnataka to examine the effect of
teacher qualifications and professional experience in promoting the social and emotional
development among preschool children. The sample comprised 208 children aged 3–6 years,
attending various ECCE (Early Childhood Care and Education) centers in both rural and urban
areas. The Transdisciplinary Play-Based Assessment-2 tool was employed to assess children’s
social and emotional development, while a general information questionnaire captured details
about the children, schools, and teachers. A qualitative approach using naturalistic observation
was adopted, wherein children’s free play was video recorded and supported with participant
observation through field notes. Findings revealed significant differences in children’s social and
emotional development based on teacher qualification and teaching experience across rural and
urban settings. Children taught by teachers with a B.Ed. qualification scored significantly higher
compared to those taught by teachers with D.Ed. or SSLC qualifications. Similarly, teachers with
over 10 years of professional experience contributed more positively to children’s social and
emotional development than those with fewer years of experience.
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