Caregiver–Child Relational Play Interactions and the Emergence of Social–Emotional Learning in Community Learning Spaces

Introduction

Social–emotional learning (SEL) begins long before formal schooling and develops through children’s dynamic exchanges with caregivers and their social contexts. However, less attention has been given to how caregivers support children’s emerging SEL through play in informal community learning environments and how they understand their role in that process.

Methods

Guided by a relational developmental systems perspective and contemporary SEL frameworks, this qualitative study addresses this need by collecting data through structured naturalistic observations and semi-structured interviews with 32 caregiver–child dyads during visits to a children’s museum in a large southern U.S. city. Observation and interview data were coded and analyzed thematically.

Results

Three themes were identified. First, caregivers frequently engaged in emotion coaching and co-regulation during play, acting as emotional supports and secure relational bases as children navigated challenges, frustration, and excitement. Second, museum exhibits functioned as social practice sites where caregivers scaffolded children’s participation in peer interactions, including sharing, turn-taking, and collaborative play. Third, and notably, interviews revealed that caregivers seldom identified these moments as SEL opportunities, leaving untapped potential for more intentional SEL support.

Conclusion

This study contributes to informal learning and early childhood social–emotional development research by revealing the alignment and disconnect between caregivers’ practices and their understanding of SEL. Findings suggest that museum exhibit design and family engagement initiatives can more intentionally activate caregivers as facilitators of children’s social–emotional learning during everyday informal play.