The development of early childhood social-emotional intelligence is an important aspect in the formation of character and social adaptability of children. This community service activity aims to enhance the understanding and competence of teachers and prospective PAUD educators through a national seminar that focuses on their strategic role in supporting children's social-emotional development. The implementation method is an interactive seminar involving expert speakers, group discussions, and practical case studies. The results of the activity showed a significant increase in participants' knowledge of the concept of social emotional intelligence, effective learning techniques, and strategies for managing children's emotions and positive social interactions. In addition, this seminar succeeded in encouraging teachers and prospective educators to apply a more empathetic and responsive learning approach to the emotional needs of early childhood. This activity makes a significant contribution to strengthening the role of educators as primary facilitators in the development of children's social-emotional intelligence, which ultimately supports the creation of a conducive and inclusive learning environment.

This study aims to analyze children's religious and moral values during activities involving watching Islamic animated films at TK Al-Huda Kindergarten, South City District, Gorontalo City. The research employed a qualitative method. The subjects of this study were five educators and students, while the object focused on observing how children's religious and moral values were reflected during the activity. Data collection techniques included observation, interviews, and documentation.The results of the study indicated that the inculcation of religious and moral values in children through the activity of watching Islamic animated films at Al-Huda Kindergarten had been implemented effectively. This was evident in children's improved understanding of religious and moral concepts, such as in the religious aspect, where children became accustomed to greeting and responding to greetings, praying before and after activities, practicing prayer every Friday, and memorizing short surahs. Additionally, behaviors such as honesty, social care, responsibility, mutual assistance, and other positive attitudes also developed well.

This activity aims to socialize the importance of school and family synergy in children's social and emotional development. This activity uses a lecture method, namely by presenting socialization material followed by questions and answers between the presenter and participants. During childhood, children's emotional development is not yet stable, so it becomes a problem for children in socializing. For example, temper tantrums, anxiety, phobias, and aggression. In Kindergarten in Popodu village, Bolaang Uki district, these problems arise more often because the social environment is wider and more diverse than the family. To overcome these problems, school and family synergy is needed. The implementation of socialization begins with the presentation of the first resource person, then continues with the second resource person and ends with a question and answer session for participants and resource persons. This activity produces additional information for participants in the form of understanding and knowledge about the importance of collaboration between teachers and parents in developing children's social emotions. Forms of collaboration that can be carried out include: dialogue and meetings between teachers and parents, involving parents and teachers in efforts to support children's development both in the family and at school as well as reciprocal visits between teachers and parents at home and at school.