Abstract

In the context of early childhood education reform, preschool teachers need not only to enhance their professional competence but also to improve their socio-emotional skills (SEL) to adapt to the demands of the profession. SEL plays a crucial role in organizing educational activities in preschools and the holistic development of children. Currently, training and professional development in SEL for preschool teachers is fragmented, lacking standardized assessment tools and feasible implementation models. This article synthesizes literature, analyzes policies and training/professional development practices in Vietnam to identify the role and current situation, and proposes several comprehensive and practical solutions to enhance socio-emotional skills for preschool teachers in the new context.

Keywords: SEL, pressschool teacher, career development, teacher professional development.