Chinese Preschool Research Articles

The relationship between job stress and job burnout of preschool teachers during the COVID-19: The moderation of perceived organizational support.

COVID-19 poses great challenges for preschool teachers in China, which will increase the level of job stress and job burnout, and have an impact on the relationship between job stress, job burnout, and perceived organizational support (POS). However, few studies have examined trilateral relationships, especially the role of POS concerning job stress and job burnout of preschool teachers. This study aimed to investigate the relationship among the three variables of job burnout, job stress, and POS, as well as explore the moderating effects of POS between job stress and job burnout. A cross-sectional study was conducted among preschool teachers in six provinces of China. A total of 408 preschool teachers completed a self-report questionnaire, including three scales that measured job burnout, job stress, and POS respectively. The Pearson correlation coefficient and regression analysis were used to examine the relationship among variables. The results showed that job burnout among Chinese preschool teachers was at a medium level during the COVID-19 pandemic. Job stress was positively related to job burnout, and the POS was negatively related to job burnout. Additionally, POS moderated the relationship between job stress and job burnout and alleviated the adverse effects of job stress on the job burnout of preschool teachers. POS can play a moderating role between job stress and job burnout of Chinese preschool teachers during the COVID-19 pandemic.

Unsociability and social adjustment in Chinese preschool migrant children: the moderating role of receptive vocabulary.

Peer relationships play an indispensable role in the social, emotional, and cognitive development of children. However, children exhibiting social withdrawal, such as unsociability, may face challenges in social adjustment. In collectivistic cultures like China, unsociability may be perceived negatively, aligning poorly with collective norms. The objective of the present investigation was to examine the associations between unsociability, receptive vocabulary, and indicators of social adjustment in a cohort of young migrant children residing in urban regions of mainland China. The study mainly aimed to investigate the potential moderating influence of receptive language on these associations. The study involved 148 young children (82 boys, 66 girls, Mage = 62.32 months, SD = 6.76) enrolled in preschools or kindergartens in Shanghai, People's Republic of China. Multiple sources of assessment were utilized, encompassing evaluations from mothers (about child unsociability), teacher (assessing social adjustment), and standardized tests (measuring receptive vocabulary). The results indicated that the relations between unsociability and peer exclusion were more positive among children with lower levels of receptive vocabulary but not significant for children with higher levels of receptive vocabulary. Similarly, the relations between unsociability and peer exclusion were more negative among children with lower levels of receptive vocabulary but not significant for children with higher levels of receptive vocabulary. Thus, this study informs us about how receptive vocabulary is jointly associated with unsociable children's development. As well, the findings highlight the importance of considering the meaning and implication of unsociability in Chinese culture.

The Impact of Social Work Relationships on Preschool Teachers' Social and Emotional Competence

In recent years, the Organization for Economic Co-operation and Development (OECD) initiated a survey focused on the social and emotional competence (SEC) of educators, garnering significant attention across the educational community. Despite this interest, there remains a notable gap in research concerning the development of SEC among preschool teachers within the context of various social relationships. Addressing this gap, our study examines the influence of leadership trust, collegial relationships, pro-teacher relationships, teacher-child interactions, and self-efficacy on the SEC of preschool educators. This investigation aims to elucidate the role these social relationships play in shaping the SEC of preschool teachers. The study sample consisted of 223 Chinese preschool teachers, with data analyzed through hierarchical regression techniques. Findings reveal that leadership trust, pro-teacher relationships, and self-efficacy are significant predictors of teachers' SEC. These results underscore the importance of fostering a positive, trust-based, and supportive social work environment as a pivotal strategy for enhancing preschool teachers' SEC, thereby contributing to the broader understanding of how social relationships influence educators' emotional and social capabilities.

Autistic traits and eating behaviors in Chinese preschoolers: Role of sensory profiles and home environment

ObjectiveThis study aims to 1) explore the association between autistic traits and eating behaviors in Chinese preschoolers; 2) explore the mediating role of sensory processing patterns on the relation of autistic traits and eating-related behaviors; and 3) examine home nurturing environment as a moderator between autistic traits and eating-related behaviors. We hypothesize that there is a significant association between autistic traits and eating behaviors, which is mediated by sensory processing patterns and moderated by the home nurturing environment. Method509 children aged 3–4 years participated in this cross-sectional research. They were assessed using the Social Responsiveness Scale-Second Edition (SRS-2) for autistic traits, the Chinese Preschoolers' Eating Behavior Questionnaire (CPEBQ) for eating-related behaviors, the Short Sensory Profile-Second Edition (SSP-2) for sensory processing patterns, and the Children Home Nurture Environment Questionnaire (CHNEQ) for home nurturing environment. Mediation regression analyses were used to examine the role of sensory processing patterns, while moderation analyses to examine the role of home nurturing environment. ResultsWe observed a positive association between autistic traits and eating behavior problems among typically developed children. Sensory processing patterns significantly mediated the impact of autistic traits on children's eating-related behaviors and home nurturing environment also moderated this relationship. DiscussionOur research suggests that Chinese preschoolers with higher autistic traits may face more eating challenges when they possess more heightened sensory processing patterns, while living in supportive home environments helps to improve their eating behaviors. These findings contribute to the understanding of how and to what extent eating problems are influenced by autistic traits, and they offer insight into the alleviation of eating problems from the perspectives of sensory patterns and family nurturing environments.

Callous-unemotional behaviors and conduct problems in Chinese preschoolers: the moderating roles of surgency and gender.

Conduct problems in children are related to callous-unemotional (CU) behaviors. However, results of the relationships between CU behaviors and conduct problems among preschoolers mainly focused on Western countries, no studies have examined whether CU behaviors predict conduct problem in Chinese preschoolers. The primary objective of the current study therefore was to examine the associations between CU behaviors and conduct problems as well as the moderating effects of surgency and child gender in Chinese preschool children. The present study randomly selected 2,154 children (1,043 boys, Mage = 56 months, SD = 10.47) from six kindergartens in Shanghai, People's Republic of China. Mothers rated children's surgency and teachers reported children's CU behaviors and conduct problems. Results demonstrated that CU behaviors were positively associated with conduct problems. Surgency and child gender significantly moderated these associations. Specifically, CU behaviors were positively associated with conduct problems, with a stronger effect found for high levels of surgency. CU behaviors had a positive association with conduct problems, with a stronger effect found for boys. This study indicate that temperament and gender characteristics influence conduct problems in preschoolers who exhibit high levels of CU behaviors. As well, the findings emphasize the significance of considering the meaning and implication of CU behaviors in Chinese culture.

Integrating a hybrid mode into kindergarten STEM education: its impact on young children’s critical thinking skills during the COVID-19 pandemic

ABSTRACT Critical thinking is essential for young children and can be enhanced through appropriate and supportive curricula. With the rich affordance of digitalization, this study evaluated the effects of a hybrid STEM curriculum on critical thinking skills in 74 kindergarteners (42 boys and 32 girls) aged 5.83–7.25 years (Mean = 6.44, SD = 0.31) from a Chinese kindergarten during the COVID-19 pandemic. Employing a quantitative design across two classes, we collaborated with teachers, children, and parents to co-develop a series of STEM activities throughout an academic year. Despite the absence of a pre-test due to pandemic restrictions, no significant age differences or differences in their related assessments prior to participating in this study. Results showed that the experimental class demonstrated significant improvements in interpretation, explanation, inference, and self-regulation skills compared to the control group. These findings suggest the STEM curriculum effectively enhances critical thinking in early childhood education.

The relationship between preschool teachers’ sense of teaching efficacy and turnover intention during the COVID-19 pandemic: a mediation model

ABSTRACT During the COVID-19 pandemic period, preschool teachers experienced a hard time in which they were required to implement relevant epidemic prevention policies to ensure the health of young children, increasing their work engagement, work stress, and turnover intention. This study examined the relationship between Chinese preschool teachers’ sense of teaching efficacy and turnover intention based on the JD-R model, with work engagement and work stress serving as the mediators during the COVID-19 pandemic. Altogether 388 Chinese preschool teachers were recruited and surveyed online. The results indicated that (1) preschool teachers’ teaching efficacy was not associated with turnover intention directly; (2) preschool teachers’ teaching efficacy was associated with turnover intention indirectly through work engagement and work stress. These findings implied that preschool principals should take measures to improve preschool teachers’ teaching efficacy and work engagement, provide support to help them better cope with work stress, leading to decreased turnover intention, and getting through difficult times.

Early childhood immersion in nature: Chinese kindergarten educators’ perspectives on nature play

Engagement with nature is crucial for child development and kindergarten educators’ pedagogical beliefs about nature play significantly affect children’s access to and experiences of nature in kindergarten. This study examines the role of nature play in children’s holistic development, engaging 12 Chinese kindergarten educators through in-depth interviews. The results demonstrated a consensus among participating educators regarding the significance of nature play in child development. Our analysis further revealed a prominent discrepancy: while most educators see nature play primarily for personal development and aesthetic appreciation of nature, very few recognise it as a strategic tool for environmental education in young children, which includes ecological literacy and sustainability. Their limited exposure to environmental education during their teacher education results in a skewed understanding of nature-based play pedagogy. These underpinnings may unintentionally narrow their holistic perspective on the wider scope of environmental education. The findings suggest the need to foster educators’ richer understanding of environmental education in nature play through teacher training.

A comparative study on the effects of e-picture books and printed books on story comprehension and reading motivation among Chinese preschoolers

With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly selected from three different classrooms in a public kindergarten in Chongqing, China. These participants were again assigned to electronic and printed book reading groups according to their pretest scores. During the four-week reading intervention period, each preschooler read a picture book once a week, for a total of two books. The results indicate that the incorporation of screen-based reading for preschoolers holds promise in reducing reading fatigue and fostering interest in reading. In addition, there was a notable disparity in story comprehension levels, even though varying reading mediums were used in the two groups.

Institutional Practices and Attitude of Parents on Family– School Engagement through the Lens of a Chinese Preschool

The study explores the relationship between institutional practices and parents' attitudes towards family-school engagement in a Chinese pre-school institution. The research, conducted at a Kindergarten school in Beijing, China, focuses on the unique challenges and opportunities of urban settings, including commuting, working parents, and a diverse population. A sample of 160 parents and guardians was used. The results showed a non-significant positive correlation between school administrators' practices and parents' attitudes towards family-school engagement, suggesting that while specific aspects of school practices may impact certain dimensions of parental attitudes, the overall synergy between school practices and parental attitudes is not strongly evident.

The Sibling Effect on Theory of Mind Among Chinese Preschoolers: Considering the Role of Parenting Style and Peer Interaction

ABSTRACT Research Findings: This study extends the understanding of the sibling effect on children’s theory of mind (ToM) among Chinese preschoolers by adopting an ecological perspective. The participants were 225 Chinese preschoolers, comprising 100 children with siblings (M age = 4.54 years, SD = 1.11, 55 boys) and 125 children without siblings (M age = 4.52 years, SD = 0.99, 60 boys). We assessed children’s ToM through a child measurement task, and peer interaction time on the weekend and parenting style (i.e. authoritarian and authoritative parenting style) through parent reports. This study revealed that the role of siblings in children’s development of ToM did not have a main effect among Chinese preschoolers, regardless of their birth order or siblings’ ages. However, when considering the influence of parents and peers in addition to siblings, the sibling effect is only noticeable for children with low interaction levels with their peers. Practice or Policy: In conclusion, this study demonstrates that in China, child-aged siblings positively influence the ToM development in children who have limited interactions with peers. These findings underscore the value of siblings as a developmental resource and offer parents critical insights into fostering ToM, especially under the two-child policy.

What else will I do when I start school? Preschoolers’ wh-questions in dinnertime conversations and their language development

While it is established that parental wh-questions, as a high-quality language input, are associated with child language outcome, less is known about the role of children’s wh-questions in their language development. This study examines whether children’s wh-questions during a dinnertime conversation are associated with their receptive and expressive language skills. The sample consists of a unique group of bilingual children: 32 Chinese preschoolers (aged 3–5 years) in Norway. At the onset of the study, parents self-recorded a dinnertime conversation with the target child and other family members present. Over the following year, we assessed children’s receptive vocabulary, expressive vocabulary, and narrative skills in Chinese three times. Individual growth modeling revealed that concurrently, the density of children’s wh-questions was associated with children’s expressive vocabulary and narrative skills, but the association faded when controlling for family demographics. Significantly, even when accounting for all control variables, children’s wh-questions predicted their receptive vocabulary growth across one year. These findings underline children’s active role in shaping their language learning and development. This study also contributes to our understanding of bilingual children’s home language development. Implications and directions for future research are discussed.

Relationship between 24-h activity behavior and body fat percentage in preschool children: based on compositional data and isotemporal substitution analysis

ObjectiveThis study aims to elucidate the dose‒response relationship between 24-h activity behaviors and body fat percentage (BFP) in Chinese preschool children using a compositional isotemporal substitution model (ISM).MethodsIn a cross-sectional design, 881 children aged 3–6 from urban and rural areas of Jiangxi Province were sampled. Activity behaviors, including sedentary behavior (SB), low-intensity physical activity (LPA), and moderate- to high-intensity physical activity (MVPA), were measured using accelerometers. Sleep patterns were assessed through questionnaires, and BFP was determined by bioelectrical impedance analysis (BIA). The study employed compositional data analysis (CoDA) and ISM to estimate the impact of reallocating durations of different activity behaviors on BFP.ResultsHigher BFP was found in urban vs. rural children, decreasing with age. Overweight and obesity rates were 10.6% and 7.6%, respectively, above national averages. MVPA and LPA were negatively correlated with BFP, while SB was positively correlated.A 30-min MVPA reduction significantly increased zBFR, particularly in overweight children. Gender-specific nuances revealed that boys' MVPA negatively influenced zBFP (β = -0.155), P < 0.05), while girls' SB positively impacted zBFP (β = 0.636, P < 0.01). Isotemporal simulations emphasized amplified effects in overweight children, with boys' zBFR rising rapidly when MVPA was substituted and girls displaying a notable substitution effect between SB and LPA.ConclusionBFP is closely linked to 24-h activity behaviors, notably in overweight and obese preschoolers. ISM identified MVPA as a critical influencer, with a 30-min reduction substantially increasing BFP. Gender disparities were evident, implicating MVPA in boys and LPA and SB in girls.

Longitudinal associations between inhibitory control, gratitude, and positive parenting during early childhood.

Children's inhibitory control, which refers to the capability to recognize social and task demands by suppressing inappropriate behavior, is a key element closely related to both external and internal issues in preschoolers. The protective roles of parenting factors and social and moral functions, such as gratitude, remain unknown in the mechanism of inhibitory control. The present study employed a general cross-lagged panel model to explore the relationships between positive parenting, child gratitude, and inhibitory control. The research design involved repeated measurements based on parents' reports on 373 Chinese preschoolers in Hong Kong (179 males, 182 females; Mage = 4.51, SD = 0.60). The cross-lagged panel model revealed that positive parenting at Time 1 (T1) was significantly associated with preschool children's gratitude but not with inhibitory control at Time 2 (T2). Conversely, child gratitude at T1 was positively associated with inhibitory control at T2. These findings underscore the impact of positive parenting on gratitude and the predictive role of gratitude on inhibitory control. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cognitive Flexibility Moderates the Predictive Effect of Phonological Awareness on Focus Structures in Chinese Preschool Children.

Focus structures, a complex aspect of information structure in language, have garnered significant attention in psycholinguistics. The question of whether Chinese preschoolers aged 4-6 years possess the ability to process focus structures in oral communication, and how cognitive factors influence this ability, remains a research focal point. To address this, we recruited 100 Chinese preschoolers aged 4-6 years as participants in our study. This study manipulated the positions of focus particles in sentences to investigate the impact of phonological awareness on young children's comprehension of focus structures. Additionally, we examined the mediating roles of cognitive flexibility and inhibitory control. Our findings indicate the following: (1) phonological awareness positively predicted the accuracy of focus structural processing; (2) inhibitory control did not significantly predict the accuracy of focus structural processing; and (3) cognitive flexibility partially mediated the relationship between phonological awareness and focus structural comprehension. These results confirmed the predictive effect of cognitive flexibility on children's comprehension of focus structures. Moreover, they demonstrate that young children's phonological awareness can predict their focus structure comprehension ability through the mediating role of cognitive flexibility. This suggests that children's cognitive flexibility can aid in understanding sentences with focus structures.

Does childhood maltreatment influence Chinese preschool education college students' depression and anxiety? Evidence from a latent class analysis.

Preschool teachers' mental health may be a critical factor in their job performance, which in turn can influence the quality of early childhood education. However, little is known about its development. Childhood maltreatment, as a chronic form of childhood stress, may influence later mental health development. Although large, comprehensive research has been undertaken on childhood maltreatment and mental health, the associations between these two variables need further exploration. This study aims to describe childhood maltreatment based on person-centered approaches in Chinese preschool education college students, and to examine the differences in depression and anxiety within subgroups of childhood maltreatment. A total of 1,218 Chinese preschool education college students participated in this study, and the data analysis was based on unconditional and conditional latent class analysis. The results showed that the participants were divided into 5 profiles: a non-maltreatment profile; a profile of emotional abuse and emotional and physical neglect; a profile of physical neglect; a profile of emotional neglect; and a profile of physical and emotional neglect. Students with multiple subtypes of maltreatment had the highest levels of depression and anxiety. Universities should consider both childhood maltreatment and profiles of childhood maltreatment when training preschool education college students.

Digital resources and parental mediation parallelly mediate the impact of SES on early digital literacy among Chinese preschoolers

ABSTRACT Digital literacy development begins in early childhood and contributes to a widening digital divide. The present study examines the complex interplay between family socioeconomic status (SES), home digital resources (HDR), parental mediation (PM), and early digital literacy development in young children. A survey titled Home Digital Practice Survey (HDPS) was responded to by 1,876 Chinese parents of preschoolers (Mage = 4.28 years, SD = 0.98, 48.8% girls). Results, derived from both correlation analysis and structural equation modeling, established that (1) there was a significant correlation between family SES and early digital literacy in children (β = .102, p < .01), and (2) HDR (β = 0.285, p < .001) and PM (β = 0.290, p < .001) served as simultaneous mediators linking family SES and early digital literacy. The findings are discussed as relevant to minimizing the digital divide and enhancing children's digital literacy.

Exploring ethical decision-making in Chinese early childhood teachers

ABSTRACT With the advancement of Chinese teacher ethics, the significance of professional ethics among kindergarten teachers has gained prominence. Early childhood professional practice encompasses intricate ethical dilemmas that teachers must promptly identify and address. Consequently, the ability to make ethical decisions has become a crucial skill in teachers’ professional ethical practice. This study investigates the ethical dilemmas and decision-making of Chinese kindergarten teachers (N = 19) through semi-structured interviews and non-participant observation in a specific kindergarten setting. The findings reveal that Chinese kindergarten teachers face ethical dilemmas that revolve around four main themes: matters related to teacher’s work, matters related to parental expectations and requirements, matters related staff’s behaviour, conflicts between common rules. Chinese kindergarten teachers’ ethical decision-making can be categorised into four main types: inadvertently ignoring or giving less consideration, avoiding, delegating, and dialogue. Given China’s current focus on strengthening teacher ethics at the policy level, the results of this research hold significant reference value for enhancing the quality of teacher-child interaction and teachers’ ethical standards.

Exploring the Strategies Employed by Kindergarten Teachers in China to Foster Self-regulation Skills among Young Children

The self-regulation support strategies employed by Chinese kindergarten teachers and the challenges they face when implementing these strategies are investigated. Self-regulation is considered a crucial aspect of school readiness, and this study focuses on children aged 3-6 years. Through a qualitative approach that involves interviews with six kindergarten teachers, this study explores the different strategies used by teachers to promote self-regulation among young children. The findings show that Chinese kindergarten teachers use various techniques, including games, pretend play, music and songs and picture books, to help children develop their self-regulation skills. However, teachers may encounter challenges such as children not engaging in the activities and a lack of experience among the teachers themselves. In this study, the importance of effective self-regulation support strategies in early childhood education is highlighted, and insights are also provided into the specific approaches used by Chinese kindergarten teachers.

"Mom Said after the Spring Festival, I've Grown a Year": Chinese Preschoolers' Perspectives on Growing Up.

Previous studies on child development have emphasized universal developmental stages and socialization, overlooking a direct investigation of young children's subjective understanding of growing up. This study explored the perspectives of preschool children on growing up. Participant observations, semi-structured interviews, and drawing-telling were employed to investigate 56 urban Chinese preschoolers. The theoretical framework adopted for this study was Merleau-Ponty's existential phenomenology, providing a lens through which the children's voices were elucidated. The results revealed that children perceive their growth holistically across four themes: body, space, skills, and relations. Their perception of growing up adheres to a structure-agency duality, where social influences and children's agency coalesce to shape their understanding of growing up. Adults contribute by embedding significance in daily situations and designated "occupations", while children actively reinterpret these societal narratives, forging their conceptions of growing up. These findings suggest a need for educational approaches that resonate with children's interpretations of their evolving lifeworld beyond merely imparting knowledge.