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The primary goal of this study is to measure the improvement in early childhood educators' knowledge of the five social-emotional learning (SEL) competencies post-training in India. Furthermore, the aim is to evaluate the effectiveness of educators' training modules on the SEL knowledge of preschool educators. In addition, the aim is to support educators in contemplating their feelings and knowledge of SEL since it is vital for individual and career growth. However, studies concerning early childhood educators' SEL knowledge in Punjab, India, are scarce. As a result, this study investigated 100 preschool educators' knowledge of SEL competencies using a survey, a training session, and a self-reported questionnaire. The data were analyzed in SPSS, and pre and post-training results were compared using the paired samples t-test. The findings revealed a significant difference in educators' knowledge of SEL after training in the Ludhiana and Patiala cities of Punjab. The outcomes emphasize the importance of continuously and effectively training early childhood educators to develop their knowledge of SEL skills for self-growth and preschool students' holistic development. [ABSTRACT FROM AUTHOR]

The primary objective of this paper is to design the framework for enhancing the emotional competence of preschool children by examining the perspective of parents' involvement with children staying at home. The paper also discusses (1) the concept of social-emotional competence and its importance for preschool children; (2) the concept of emotional competence, happiness, home learning, and sharing among children; and (3) the role of parents in promoting emotional competence in preschool children. The paper examined the impact of home learning, happiness, and sharing habits on the emotional competence of preschool children by using Partial Least Squares-Structural Equation Modeling (PLS-SEM) 2.0. The respondents included 358 randomly selected parents in two districts of Punjab state of India who have children aged 3 to 6 years. The results showed that happiness and home learning had a significant positive impact on the emotional competence of preschool children. However, sharing habits did not impact emotional competence to a significant extent in the current study. [ABSTRACT FROM AUTHOR]

The present study is an attempt to explore the social intelligence among teacher trainees who are being groomed to be future nation builders. Social intelligence of pupil teachers was measured on the basis of their gender and types of teaching subjects. The descriptive survey method was used to conduct the study. The sample of the survey consists of 400 pupil-teachers who had enrolled in B.Ed. co-educational B.Ed colleges in selected districts of Punjab for the session 2018-19. The Social Intelligence Scale by Dr. N. Chadha and Usha Ganesan (2004) was administrated to collect the data. The collected data was analyzed through SPSS software and proper statistical methods like the means, SDs and SEs were calculated. The results demonstrated that the social intelligence of males and females did not significantly differ as t-value was non-significant. The results also show that there were no differences found between prospective teachers of humanities and science groups. [ABSTRACT FROM AUTHOR]