This study investigates the effect of guided peer activities on the emotional regulation skills of kindergarten children, as assessed by proficient and experienced teachers. The results indicate that most children exhibit higher emotional control, marked by stable behavioral responses and robust social-emotional skills, including empathy, teamwork, and conflict resolution. These abilities demonstrate the children's capacity to negotiate social relationships and regulate emotions proficiently. Guided peer activities dramatically improved emotional regulation, academic preparation, and psychological well-being. Structured interactions foster enhanced focus, refined communication abilities, emotional resilience, and expressiveness in children—qualities vital for adapting to classroom dynamics and wider social environments. The study revealed no statistically significant correlation between children's beginning emotional regulation levels and the outcomes of guided peer activities; nonetheless, the treatments yielded demonstrable advantages for the overall group, irrespective of individual starting positions. This indicates that structured peer interactions are universally advantageous and ought to be established as a normal practice rather than a specific intervention for those with emotional difficulties. The efficacy of these treatments is affected by the demographic characteristics of the instructors, especially their age, which significantly influences perceptions and implementation tactics. This highlights the necessity of providing inclusive and contextually relevant professional development programs that cater to the many backgrounds and experiences of educators. This study is legally founded on Republic Act No. 10533, known as the Enhanced Basic Education Act of 2013, which requires a learner-centered and comprehensive curriculum encompassing emotional and social development. Moreover, Department of Education Order No. 21, s. 2019 advocates for the incorporation of socio-emotional learning into early childhood education to enhance students' emotional well-being. Based on these findings, the study advocates for the integration of structured peer activities in early education systems and the delivery of equitable, school-specific training for teachers. By matching these practices with national educational mandates, schools can systematically improve emotional control, mental health, and academic readiness, thereby strengthening the long-term developmental objectives of the Philippine education system.