It is not about "being best in the world" … it is about "being best for the world"

Using mixed methods, this study reported the practices of educators, principals and teachers, promoting non-cognitive values based social teaching and learning in Catholic Singapore preschools. Drawing on descriptive statistical data and correlational data from surveys (n=56) and thematic analysis from one focus group (n= 5), this study investigates the instructional role of educators as agents of change, working with children to equip them in learning minimum level prosocial behaviours necessary for working successfully in their preschool surroundings. The educator's leadership style in promoting non cognitive factors including core values and social conventions are reported through the five themes identified in the focus group data: credible professional; purposeful collaborator; astute manager; coaching teacher; discerning monitor. The results from the survey support the data that was found within the focus group such as the importance of consistency, teaching social rules and respectful relationships. Acknowledging that variations in leadership and teaching style exist, findings show the common denominator was the educators' beliefs and core values informing the service orientated vision of values based social teaching and learning. The findings contribute to the field by extending the knowledge base of early years practitioners working with non-cognitive values based social conventions in their early childhood education and care settings