Role Play as a Learning Strategy for Enhancing Social-Emotional Competence of Children Aged 4–5 Years

Abstract

Social-emotional competence predicts learning readiness more strongly than early academic skill, yet instruction in many kindergartens continues to prioritise literacy and numeracy over the deliberate cultivation of empathy, cooperation, and emotional regulation. This study examined how role play functions as a learning strategy for enhancing the social-emotional competence of children aged four to five years at RA Darul Muqomah Purwoasri, Gumukmas, Jember. A qualitative descriptive design with a single-case orientation was employed over eight weeks, involving fifteen children in Group A, the class teacher, and the head of the institution. Data were collected through non-participant observation across twelve role-play sessions, semi-structured interviews, and documentation, and were analysed using the interactive model of data reduction, data display, and conclusion drawing, with credibility established through source and technique triangulation and member checking. The findings show that role play was implemented in three stages of preparation, enactment, and recall, and that it supported five dimensions of social-emotional competence: self-awareness, self-regulation, self-motivation, empathy, and social skill. Empathy and social skill developed most visibly, while self-regulation depended heavily on the teacher's mediation during role conflict. The study concludes that role play enhances social-emotional competence when scenarios are contextual and adult mediation is graduated rather than directive.