Abstract

Social-emotional education is an important component of holistic early childhood education. When planning the integration of social-emotional education into motor development activities, students majoring in Early Childhood Education often focus on motor techniques, demonstrations, and practice without clearly identifying opportunities for children to develop and demonstrate social behaviors. This article analyzes lesson plans prepared before and after instructional guidance in the Social-Emotional Education for Preschool Children course at Hoa Lu University. It highlights the authors’ experience in using prompts and questions, organizing peer feedback, and guiding students toward agreement on activity design. By examining the alignment among educational objectives, learning situations, and behavioral observation criteria, the article outlines a guidance process that enables students to actively develop and refine integrated lesson plans.

Keywords: Children aged 4–5, early childhood education students, educational planning, motor development, social-emotional education.