Emotional Scaffolding Through Sport-Based Educational Games in Early Childhood Education: A Qualitative Study Using NVivo

Social–emotional learning (SEL) in early childhood is a foundational predictor of later wellbeing, learning engagement, and life outcomes. Movement- and game-based learning is frequently recommended for preschool settings, yet evidence remains limited on how teachers provide emotional scaffolding while children engage in sport-based educational games, particularly in Indonesian early childhood education and care (ECEC). This qualitative case study explored (1) how teachers scaffold children’s emotions during sport-based educational games, (2) how game structure elicits opportunities for emotion regulation and prosocial behavior, and (3) how SEL goals are integrated into planning and reflection. Data were collected through classroom observations of game sessions, semi-structured interviews with three ECEC teachers and five parents, and document review of lesson plans (RPPH/RPPM). Data were analyzed thematically with Nvivo 12 plus (open coding, categorization, and theme refinement), supported by a codebook and matrix-coding queries. Four themes emerged: teacher emotional scaffolding practices, game structure as a trigger for SEL, observed socio-emotional behavioral change, and integration into planning and reflective practice. The findings highlight the pedagogical value of sport-based educational games as a context for emotion coaching and co-regulation, and provide practical guidance for embedding SEL indicators into early childhood physical education activities.