Social-emotional development is a person's ability to control and show their feelings through facial expressions or other actions that can be seen. However, the problem in this study is that children have not been able to show their social-emotional skills to understand rules and discipline have not been developed. This is because children are not used to following rules, managing emotions well, and working in groups. As a result, children are still unable to be disciplined and have not been able to focus for a long time. To overcome this, we can apply the Project Based Learning model, role-playing methods and media from recycling. The goal is to describe the teacher's activities, children's activities, and analyze the results of children's social-emotional development. Data collection was carried out by interviews, observations, documentation and assessments of teachers' activities, children's activities and social-emotional aspects. The data analysis in this study uses qualitative descriptive analysis techniques and is explained through tables, graphs, and interpretation in the form of percentages. From this study, it can be seen that there is  a significant increase in teacher activities from the category of "Quite Good" to "Very Good". Children's activities are also included in the category of "Almost All Active Children". In addition, the results of the child's social-emotional development reached the categories of "Developing as Expected" and "Developing Very Good". The conclusion of this study is that the use  of the Project Based Learning model, role-playing methods, and the media of the materials used can improve teacher activities and develop children's activities, as well as the results of achieving children's social-emotional development.