PROMOTING THE EMOTIONAL AND SOCIAL INTELLIGENCE OF EARLY CHILDHOOD BY IMPROVING PRE-SERVICE TEACHER PERFORMANCE THROUGH COLLABORATIVE LEARNING PROCESS

Objective: Early childhood teachers play a crucial role in determining the direction of children's development by possessing an understanding of the science of early childhood education and appropriate strategies for organizing teaching and learning activities. This semi-experimental research aims to investigate the effectiveness of collaborative teaching processes in promoting emotional and social intelligence skills among early childhood education students. Theoretical Framework: Promoting the emotional and social intelligence of early childhood. Pre-service teacher performance through collaborative learning process Method: The target group for this research comprises of 60 first-year pre-service teacher studying Early Childhood Education in the Faculty of Education at Suan Sunandha Rajabhat University, enrolled in the ECC1306 course for organizing emotional and social intelligence skills activities for early childhood in the second semester of the academic year 2021. The research design is semi-experimental quasi-experimental research, with purposive sampling selected by the researchers themselves, as they are the instructors for the course. Results and Discussion: The results showed that pre-service teacher achieved higher academic achievement through collaborative learning activities, with a 33.56% increase in scores. this study suggests that collaborative learning activities designed to promote emotional and social intelligence in early childhood can lead to improved academic achievement and higher levels of student satisfaction with cooperative learning management. Research Implications: It would be valuable to investigate the impact of the umbrella learning process and cooperative learning activities on emotional and social intelligence development in children beyond the early childhood years. Future research could focus on examining the impact of these teaching methods on diverse student populations, including students with disabilities or from different cultural and linguistic backgrounds. It would be valuable to explore the potential for technology-mediated cooperative learning activities, as well as other innovative approaches to collaborative teaching. Originality/Value: when individually considering pre-service teacher's pre and post test scores, they were found to have higher academic achievement after participating in all cooperative learning activities in designing activities that promote emotional and social intelligence of early childhood at the highest level (X = 3.88, S.D. = 0.18).


INTRODUCTION
Early childhood development must encompass a holistic approach that focuses on the development of various types of intelligence, including emotional and social intelligence.This approach will improve the quality of life for children, allowing them to live successfully and happily within society.To achieve this, children need to learn to understand the emotions of others, regulate their own emotions, and express themselves appropriately.Learning to cooperate and work together with others is also essential for children's social development.
Psychologists and educators, including Goodman et al. (2015) 4 1. to examine the performance of student teachers in collaborating with their peers and mentors to design activities that promote emotional and social intelligence in early childhood; 2. to compare the effectiveness of different collaborative learning approaches used by student teachers in designing activities that promote emotional and social intelligence in early childhood.

LITERATURE REVIEW
According to Padadopoulou et al. (2014), it is essential to cultivate proper character traits in children that align with the rules of society.This will enable children to adapt better to others and learn their social roles.Conversely, children who exhibit socially inappropriate behavior, such as aggression, irresponsibility, or self-centeredness, may struggle to adapt to others and could potentially cause harm in the future.Therefore, training children to develop appropriate behavior is crucial for their social development and to become responsible members of society.Social development in early childhood must also focus on building trust with others while working, playing, and coexisting.Children must learn to take responsibility when working with others, understand the importance of agreements and rules, and cultivate patience while waiting for their turn to speak and listening to others.Admiring others' skills and abilities is also a vital aspect of social development (Khammanee, 2016).
The Faculty of Education has the main obligation of developing pre-service teacher to be knowledge-ready and skilled in organizing teaching activities to prepare them to face quality work situations in the future.The performance of pre-service teacher is crucial in achieving efficiency and effectiveness for learners in the teacher profession.The Faculty of Education must prepare pre-service teacher to adhere to the values and ideals of true teacher hood, which will help them perform their duties with dignity.The state has established a 20-year national strategy that focuses on recruiting quality, talented, and competitive individuals with innovative mindsets (Ministry of Education, 2017).
Improving the performance of pre-service teacher requires more than lectures and classroom instruction.The cooperative learning process is a widely used method that focuses on students performing tasks in small groups.Members of diverse groups work together to strengthen each person's learning abilities, with mutual help to achieve set goals (Basta, 2011).
The process combines subject content learning with teamwork skill development, enabling student teachers to design activities consistent with the principles of conduct to benefit learners.
This approach provides students with the skills, thought processes, and decision-making abilities to select diverse information and learn effectively (Kanchana & Kanchana, 2017).
Based on the aforementioned premises, the researchers of this study are interested in examining how a collaborative learning process can enhance the performance of pre-service teacher in promoting emotional and social intelligence in early childhood students.The goal of this study is to prepare pre-service teacher to become effective and versatile educators who can foster the development of young learners' emotional and social intelligence, while also improving their own performance across various domains.

RESEARCH FRAMEWORK
The researchers developed the following conceptual framework for this study: The data collection tools for this research are divided into three categories: 1. learning Management Plan; the outlines of the course ECC1306, which provides emotional and social intelligence skills for early childhood using a collaborative approach.The plan includes four sessions per week for 10 weeks; 2. pre-service teacher's' Learning Performance Assessment; this assessment tool measures the performance of the pre-service teacher in designing and implementing activities to promote emotional and social intelligence in early childhood.

DATA COLLECTION
The research was conducted in the second semester of the academic year 2021, and the data collection process was conducted in the following sequence: 1. the researchers assessed the learning management performance of pre-service teacher using an assessment form; 2. the researchers conducted a 10-week experiment on the learning management process in collaboration with the pre-service teacher according to the learning management plan In the second semester of the academic year 2019; 3. after the experiment was completed, the researchers assessed the learning management competency of the pre-service teacher using the same assessment form.

RESULTS
The research aimed to promote the emotional and social intelligence of early childhood by improving the pre-service teacher's performance through a collaborative learning process.
The findings were analyzed based on three points: Point 1: Comparing the knowledge of promoting emotional and social intelligence in early childhood children who have participated in school activities organized through collaborative learning processes.1 shows the achievement scores of 30 pre-service teacher before and after participating in a collaborative learning process to promote emotional and social intelligence.
The percentage difference between their pre-test and post-test scores is also provided.
On average, the students had a pre-test score of 12.70 and an post-test score of 22.97.
This represents a 10.27-point increase in scores or a 33.56% improvement.The standard deviation of the scores is 2.52 for pre-school and 2.75 for after-school scores.8 The results suggest that organizing school activities through a collaborative learning process can be effective in promoting emotional and social intelligence and improving academic achievement in early childhood children.
Point 2: Analysis of pre-service teacher's learning management performance.Table 2 shows the averages and standard deviations of early childhood pre-service teacher's learning management performance through cooperative learning activities.The overall learning management performance of the pre-service teacher was  ̅ = 3.88 with a standard deviation of S.D. = 0.18.The pre-service teacher demonstrated the most strength in the areas of teamwork and understanding of roles, courage, and expression in problem management, and creative problem-solving using group processes.

DISCUSSION
The results of the study indicate that promoting emotional and social intelligence of early childhood children through an umbrella learning process for pre-service teacher has a positive impact on their academic achievement, learning performance, and satisfaction.These findings are consistent with previous research on cooperative learning and collaborative teaching processes.
The first finding showed that pre-service teacher achieved higher academic achievements through cooperative learning activities.This is in line with Saenkham's (2017) study, which found that students who studied with the LT cooperative learning 9 activity series had significantly higher learning achievements than before classes.
Moreover, Sriaporn et al. (2015) research on cooperative literacy results showed that performance scores of primary students were held higher in cooperative learning activities than before they were held.These studies support the effectiveness of cooperative learning activities in improving academic achievement.
The second finding showed that pre-service teacher had the highest level of learning performance through cooperative learning activities.The author's allocation of time and consultation at every turn enabled student to learn the processes and methods for solving problems on their own.This is consistent with previous research on the benefits of cooperative learning such as improving teamwork skills and interpersonal relationship skills.In addition, a study by Di Wu et al. (2021) showed that cooperative learning activities can also improve students' critical thinking skills.
In conclusion, the study supports the effectiveness of promoting emotional and social intelligence of early childhood children through an umbrella learning process for pre-service teacher.The results show that cooperative learning activities and collaborative teaching processes can improve academic achievement, learning performance, and satisfaction.These findings are consistent with previous research and suggest the importance of incorporating cooperative learning and collaborative teaching processes in early childhood education.

RECOMMENDATION
Based on the conclusion and results of the research, it is recommended that early childhood education programs should incorporate cooperative learning activities and collaborative teaching processes in their curriculum.This approach can effectively promote emotional and social intelligence in young children and improve academic achievement, learning performance, and student satisfaction.10 This may include providing materials, technology, and professional opportunities for teachers.It is also important to create a school culture that supports collaboration and teamwork among both students and teachers.
By implementing these recommendations, early childhood education programs can enhance the emotional and social development of young children, improve academic outcomes, and create a positive learning environment that promotes student satisfaction and engagement.

RECOMMENDATION FOR FURTHER RESEARCH
Based on the findings and conclusions of this study, several recommendations can be made for future research.
Firstly, it would be valuable to investigate the impact of the umbrella learning process and cooperative learning activities on emotional and social intelligence development in children beyond the early childhood years.This could help to identify the potential long-term benefits of these approaches and inform their implementation in later stages of education.
Secondly, future research could focus on examining the impact of these teaching methods on diverse student populations, including students with disabilities or from different cultural and linguistic backgrounds.This could help to identify any potential barriers or challenges to the implementation of the umbrella learning process and inform strategies to promote inclusive and equitable learning environments.
Thirdly, it would be valuable to explore the potential for technology-mediated cooperative learning activities, as well as other innovative approaches to collaborative teaching.
This could help to identify new ways to engage and motivate students in their learning, and inform the development of effective and efficient teaching practices.
Overall, further research is needed to build upon the findings of this study and deepen our understanding of the potential benefits and challenges of implementing cooperative learning and collaborative teaching processes in early childhood education.

Table
Promoting the Emotional and Social Intelligence of Early Childhood by Improving Pre-Service Teacher Performance Through Collaborative Learning Process ___________________________________________________________________________ Rev. Gest.Soc.Ambient.| Miami | v.18.n.3 | p.1-12 | e06771 | 2024.7 Table 1 Percentage Difference in Pre-test and Post-test Achievement Scores by Promoting Emotional and Social Intelligence of Early Childhood Children Who Organized School Activities Through a Collaborative Learning Process

Table 2
Averages and standard deviations of learning management performance of early childhood pre-service teacher through cooperative learning activities