Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify the process of early childhood teacher research for supporting SEL. Evidence of the teacher research project revealed that integrating the child-focused approach into the existing curriculum was beneficial for promoting children’s conflict resolution skills and self-regulation. As situated in the particular context of Singapore, this case of teacher research presents how to successfully innovate early childhood curriculum practices within sociocultural realities, which include the hierarchical management culture, the imbalance between pressure upon and support for teachers, and limited time and resources. Suggestions and implications for early childhood practitioners and policymakers are also discussed.

促进了教师研究，将其作为与情境相关的方法，以改善儿童在幼儿期的学习体验。在本文中，我们将重点放在社会情感学习（SEL）（幼儿课程的重要领域）上，以说明教师研究在改变幼儿教师的日常习惯中的作用。我们提出了一个有关促进幼儿解决冲突的信息项目，以举例说明支持SEL的幼儿教师研究过程。教师研究项目的证据表明，将以儿童为中心的方法整合到现有课程中，有助于提高儿童的冲突解决能力和自我调节能力。就新加坡而言，此教师研究案例介绍了如何在社会文化现实中成功创新幼儿课程实践，包括分层的管理文化，对教师的压力和支持之间的不平衡以及有限的时间和资源。还讨论了对幼儿从业者和决策者的建议和启示。