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   <subfield code="a">Santos, Athena Nicole O.</subfield>
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   <subfield code="a">Social and Emotional Learning (SEL) of Urban poor primary caregivers of preschool children</subfield>
   <subfield code="c">Athena Nicole O. Santos, Pauline Kaye P. Rilveria.</subfield>
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   <subfield code="a">Quezon City</subfield>
   <subfield code="b">University of the Philippines Diliman</subfield>
   <subfield code="c">2023.</subfield>
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   <subfield code="a">208 leaves</subfield>
   <subfield code="b">illustrations</subfield>
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   <subfield code="a">text</subfield>
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   <subfield code="a">unmediated</subfield>
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   <subfield code="a">Thesis</subfield>
   <subfield code="b">Bachelor of Science in Family Life and Child Development</subfield>
   <subfield code="c">University of the Philippines Diliman </subfield>
   <subfield code="d">2023.</subfield>
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   <subfield code="a">Includes bibliographical references (pages 173-187)</subfield>
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   <subfield code="a">Thesis classification: P</subfield>
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   <subfield code="a">Studies have highlighted that families and caregivers are a key setting for SEL. The primary caregivers are the adults in the child’s life at home, and they need to recognize and practice adult SEL for their own well-being and, consequently, for their child (Woolf, 2023). Using an explanatory sequential mixed methods research design, the objective of this study is to assess SEL competencies, describe SEL experiences, and identify SEL practices of urban poor Filipino primary caregivers of preschool children through likert scale surveys (n = 34) and semi-structured interviews (n = 10). Upon examination of the data collected, this study supports the following propositions: (1) their competencies are assessed to be between difficult and easy (x = 2.81), (2) their family experiences develop these competencies, and (3) they are able to practice SEL in the family. Despite authoritarian habits, their paradoxical parenting exhibits the presence of SEL experiences and practices given that it remains to be assessed as difficult which highlights the need to be intentional in and strengthen the activities related to social and emotional learning of primary caregivers and their children.</subfield>
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   <subfield code="a">Child rearing</subfield>
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   <subfield code="a">Child caregivers</subfield>
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   <subfield code="a">Preschool children </subfield>
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   <subfield code="a">Urban poor </subfield>
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   <subfield code="a">Rilveria, Pauline kaye P.</subfield>
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   <subfield code="a">Maclid, Erickson M.</subfield>
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