EXPLORING SAUDI TEACHERS' PERCEPTIONS OF THE ROLE OF STORYTIME ON CHILDREN'S EMOTION REGULATION

Abstract

This study examined early childhood teachers’ perceptions of how storytime is used to support children’s emotion regulation in the Asir region of Saudi Arabia. Data were collected through a pre-survey and semi-structured interviews with seven teachers with varied levels of teaching experience. Data were then analyzed using grounded theory methods including emotional coding of the stories they reported using in their classrooms. Findings revealed that storytime served as a deliberate instructional tool for guiding emotional learning. Teachers used stories to help children label emotions, recognize emotional cues, reflect on behavior, practice self-control, and develop empathy toward peers. Analysis of the emotionally coded stories showed consistent emotional progressions such as fear to safety, anger to empathy, and sadness to support, which aligned with teachers’ instructional goals. Despite curriculum pacing constraints, limited time, and technology interruptions, teachers adapted stories and modified pacing to address emotional needs in real time. Based on my interpretation of the data, I developed the Scaffolded Emotional-Moral Experience Model, explains how teachers’ structure storytime to scaffold emotional understanding and moral reasoning within Saudi early childhood classrooms.