Dissertation (MA Education)This study examined parents and teachers‟ strategies of guidance for socio-emotional behaviours among preschool children, using Moshi Rural District as the case study. The study deployed a case study design where the qualitative approach was used with some elements of quantitative approach. Underpinned by the Life Mission Theory IV, Social Cultural Learning Theory and Adlerian Theory of Behaviour, the study involved 41 informants who were 7 head teachers, 17 parents and 17 preschool teachers, all were selected using purposive random sampling strategy. Data were collected through FGD, semi-structured interviews and documentary review and were analyzed by using Transcendal analysis plan by Miles and Huberman (1994). The study found that the most valued socio-emotional behaviours were attention, respect, obedience and learning. To most of teachers, learning results from other socioemotional behaviours while to majority of parents, learning is more important than other socio-emotional behaviours. Also, strategies used to guide expected behaviours include teaching children required skills and behaviours, unconditional positive regard, punishment, reinforcement, redirecting, prohibiting, modeling and discussion. However, guidance of expected socio emotional behaviours faces challenges such as influence of living environment, media and means of communication, individual behaviours, family and parenting style, lack of parental and societal awareness and school learning environmental factors. The study recommends that efforts should be given on the guidance of preschool children‟s socio-emotional behaviours during early childhood rather than putting much effort on solving their problems of moral decays and bad behaviours during adulthood.