Circle of Friends programme: Strengthening socio-emotional intelligence of foundation phase learners
DOI:
https://doi.org/10.37293/sapientiae112.04Keywords:
socio-emotional intelligence, Circle of Friends programme, social-emotional learning, South AfricaAbstract
This qualitative study explored how an adapted Circle of Friends programme can strengthen socio-emotional intelligence among foundation phase learners living in a South African informal settlement. The objective was to investigate whether this intervention could enhance self-awareness, social awareness, self-management, and relationship skills in vulnerable children. Using participatory action research methodology grounded in social constructivist theory, nine Grade 2 learners (aged 7-8 years) from a nonprofit primary school in Masiphumelele participated in a ten week focus group session. The sessions incorporated interactive activities such as storytelling, drawing, clay work, and reflective exercises designed to develop socio-emotional competencies. Data was analysed using interpretive qualitative methods, to identify emerging themes related to the children’s lived experiences. Results revealed four key themes: self-awareness, social awareness, self-management, and relationship skills. Participants demonstrated marked improvement in emotional vocabulary, ability to identify personal emotional triggers, empathy recognition, interpretation of social cues, self-regulation strategies using breathing and calming techniques, and positive communication including conflict resolution. In the end, the Circle of Friends programme created safe, inclusive spaces where children could practice socio-emotional competencies through peer interaction and guided reflection. These findings indicate that structured, creative social-emotional learning interventions can effectively support emotional regulation and enhance interpersonal skills among vulnerable children in South African educational contexts.
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