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This study aims to analyze the content of the Arabic language curriculum for early childhood education in light of the Social and Emotional Learning (SEL) framework as defined by CASEL, with the objective of determining the extent to which the five core SEL competencies are integrated into the curriculum.A descriptive analytical approach was employed using the content analysis method, supported by an analysis checklist developed based on CASEL indicators.The study sample consisted of the official (Foundations of Reading and Writing in Arabic as a Native Language) curriculum (Ministry of Education, 2008).The findings revealed a moderate and unbalanced representation of SEL competencies, with higher occurrences of self-awareness (30%) and self-management (22%), compared to relationship skills (12%) and responsible decision-making (8%).Results indicated that SEL competencies were implicitly rather than systematically embedded, emphasizing behavioral and emotional regulation over interactive social dimensions.The study recommends restructuring the Arabic language curriculum within the CASEL framework to ensure balanced integration of social-emotional and linguistic development and to incorporate interactive language activities fostering empathy, collaboration, and decision-making.These findings contribute to the growing body of Arabic educational research addressing SEL-oriented curriculum analysis and integrated early childhood education.