Social-emotional learning is an important part of young children’s overall development and has a positive effect on their social development, good emotional and moral character, and the formation of a healthy personality. This paper proposes a social-emotional learning model based on collaborative knowledge construction. It investigates the social-emotional learning ability of 50 toddlers in two large classes of X kindergarten in G city by combining the Peer Interaction Ability Scale, Emotional Understanding Test, and Interpersonal Problem Solving Test. The factors that affect social-emotional learning ability in the activities of the older class were studied to explore the enhancement of the social-emotional learning model in preschool education. The results showed that the social-emotional learning model can significantly (p<0.05) enhance the social-emotional learning level of young children in five dimensions: self-awareness, self-management, social awareness, interpersonal skills, and making responsible decisions. This study enriches the existing theoretical system of social-emotional learning and provides theoretical and practical support.