This self-study action research project examines how I can support children's social and emotional development in a junior infant classroom, using a social and emotional learning (SEL) intervention. The research was conducted in a co-educational junior school in an urban area. Self-study action research was the chosen research methodology due to its values-laden, reflective nature and its potential to transform practice. Two cycles of action research were undertaken, with critical reflection serving as a key element in redefining my teaching practice. I implemented a combination of direct and indirect SEL strategies, including routines, lessons and opportunities in which children could engage in meaningful learning experiences and apply their social and emotional skills to real-life contexts. Qualitative data was gathered throughout both cycles through classroom observations and my reflective journal, as well as children's work samples, parent questionnaires and conversations with my validation group and critical friends. An analysis of the data led me to conclude that children's social and emotional competencies can be effectively fostered when children are supported within an emotionally safe, caring environment rooted in a relational pedagogy. The data revealed that caring relationships functioned as the invisible thread weaving together all aspects of the social and emotional learning experience. Equally, my findings emphasise the teacher's role in facilitating these relational learning experiences, drawing on organic interactions as teachable moments that enhance social and emotional learning. My ontological value of caring relationships and epistemological value of experiential learning underpin the research reported in this thesis and informed all stages of the process. These results have significant implications for my ongoing professional development. This inquiry deepened my understanding of my evolving role as a teacher and affirmed the importance of aligning my practice with my values. I learned the importance of attuning to the needs of my learners through reflection and open-mindedness. Moving forward, I will continue to adapt my teaching practise to prioritise critical reflection, attunement and social and emotional learning to support the holistic development of every child.