The topic of this thesis is directed towards the qualitative analysis of socio-emotional learning activities in the educational process, and its goal is a deeper understanding of these activities from the perspective of educators. Using interviews as a methodological approach, the research is aimed at gaining insight into the variety of activities that support children's socioemotional learning. Special focus is placed on younger educators who emphasize the importance of socioemotional learning, which results in more active implementation of such activities. On the other hand, older educators recognize the importance of developing social and emotional competencies, but are less inclined to implement activities that would encourage this. This research highlights the necessity of educating educators and the need to encourage their research approach and improvement of their own pedagogical practice. Through the thematic analysis of the collected data, subtle nuances in the approach to socio-emotional learning among educators were revealed. By adopting these findings, institutions of early and preschool education can adapt their practices in order to more efficiently support the development of children's social and emotional competencies This study suggests an ongoing effort to raise awareness and knowledge among educators about the importance of socio-emotional learning, as well as to promote their more active role in shaping a high-quality educational environment for young learners.