Chinese Preschool Research Articles

Associations between teacher-parent relationships and preschool children's social behavior problems-the chain mediating roles of work-family conflict and parenting self-efficacy.

In the Chinese cultural context, the collaborative interaction characteristics among three key entities - families, kindergartens, and communities - and the mechanisms of their correlation with preschool children's social behavior problems have not been fully understood yet. Based on ecological systems Theory and social support theory, this study aimed to examine the correlation between parent-teacher relationships and preschool children's social behavior problems in Chinese kindergartens, as well as the mediating role of parents' work-family conflict and parenting self-efficacy. Structural equation modeling was used to test the research hypotheses based on a questionnaire survey of 1,784 parents of preschool children. The main findings of this study are as follows: (1) Parents' perceived positive parent-teacher relationships are negatively correlated with preschool children's social problems. (2) Parents' work-family conflict and parenting self-efficacy mediate the relationship between parent-teacher relationships and preschool children's social behavior problems; (3) Parents' work-family conflict and parenting self-efficacy play a chain mediating role in the influence of the parent-teacher relationship on preschool children's social behavior problems. Taken together, the results collectively further elucidate the correlation between parent-teacher relationships and preschool children's social behavior problems, while also discussing other relevant factors pertaining to children's social behavior problems. Theoretically, this study expands the understanding of how external environmental resources interact with home and family education. Practically, this research indicates that governments, early childhood education institutions, and workplaces need to strengthen their support for family education of preschool children. The findings contribute to promoting a multi-faceted co-operation aimed at enhancing the quality of early childhood education and fostering the social adaptability and holistic development of preschool children.

Development of number line estsimation in Chinese preschoolers: a comparison between numerical and non-numerical symbols.

To examine the level of number line estimation (NLE) in Chinese children with respect to representations of both numerical (Arabic numerals) and non-numerical symbols (dots), a total of 192 Chinese preschoolers aged between 4 and 5 years participated in four different NLE tasks. These tasks were paired to evaluate the accuracy and patterns of children's estimations in both numerical and non-numerical symbol contexts. Our findings indicate that, for Chinese preschoolers, relatively precise numerical symbol representations begin to emerge as early as 4 years of age. The accuracy of number line estimates for both 4- and 5-year-old children gradually increases in tasks involving both numerical and non-numerical symbols. Additionally, the development and patterns observed in the number line estimates of 4- and 5-year-old Chinese preschoolers are similar in both numerical symbol and non-numerical symbol tasks. These results indicate that the initiation of relatively precise numerical symbol representation and the turning point in the developmental trajectory, where the relatively precise representation for numerical symbols surpasses that of non-numerical ones, occur earlier in Chinese children than in their Western counterparts.

Combination effects of environmental tobacco smoke exposure and nutrients supplement during pregnancy on obesity in Chinese preschool children.

This study aimed to explore the combination effects of prenatal exposure to environment tobacco smoke (ETS) and nutrients supplement during pregnancy on childhood obesity in preschoolers. A cross-sectional study was conducted with 58,814 child-mother dyads from 235 kindergartens in Longhua District of Shenzhen, China in 2021. A self-administered structured questionnaire was completed by mothers to collect socio-demographic characteristics, prenatal ETS exposure, and nutrients supplement in pregnancy, and preschoolers' heights and weights were measured at the same time. After controlling for potential confounding variables, logistic regression models and cross-analyses were used to examine the independent and combination effects of maternal prenatal ETS exposure and nutrients supplementation during pregnancy on obesity in preschool children. The results of our study showed that prenatal ETS exposure increased the risk of childhood obesity (AOR = 1.22, 95% CI = 1.11-1.34) in preschoolers. In addition, risk of childhood obesity was significantly higher when mothers didn't take supplements of multivitamins (AOR = 1.12, 95% CI = 1.05-1.20), folic acid (AOR = 1.23, 95% CI = 1.10-1.37) and iron (AOR = 1.11, 95% CI = 1.04-1.19) during pregnancy. The cross-over analysis showed that the combination of prenatal ETS exposure with mothers taking no multivitamins (AOR = 1.40, 95% CI = 1.21-1.62), no folic acid (AOR = 1.55, 95% CI = 1.12-2.14) and no iron (AOR = 1.38, 95% CI = 1.19-1.59) during pregnancy also increased the risk of obesity among Chinese preschoolers. We also discovered additive interactive effects between prenatal ETS exposure and no maternal multivitamin, folic acid and iron supplementation in pregnancy on the risk of obesity in preschoolers. The combination of prenatal exposure to ETS with no supplementation of these nutrients might jointly increase the risk of childhood obesity. Public health interventions are needed to reduce prenatal exposure to ETS and to encourage mothers to take appropriate multivitamin, folic acid and iron supplements during pregnancy.

A73: Associations of Screen Time Changes with Body Mass Index and Obesity in Chinese Preschoolers

Purpose: To understand the longitudinal association of screen time (ST) and its changes on body mass index (BMI) and obesity in Chinese preschool children. Methods: Parents of 735 preschoolers participated in our studies at baseline and were followed up one year interval, in Jiaxing, China. Linear regression models and generalized linear models were used to analyze the prospective association of ST and its changes with BMI and obesity in preschool-aged children. Relative risks (RR) and 95% confidence intervals (CI) were used to describe the effect level of each factor upon BMI and obesity at follow-up. Results: A total of 624 preschoolers, including 319 boys (51.1%) and 305 girls (48.9%) were followed up. The increase of ST (from ≤1h/d at baseline to >1h/d at follow-up, β (SE)=0.45 (0.15), p=0.003) and preschoolers’ age at baseline (β (SE)=-0.21 (0.10), p=0.039) were prospectively associated with BMI in preschoolers at follow-up, and preschoolers’ ST from ≤1 h/day to >1 h/day (RR: 2.49, 95% CI: 1.20-5.08, p=0.014) were related to obesity in preschoolers at follow-up after adjusting of sex, age, primary caregiver, and one child. Conclusions: The unfavorable changes of ST were associated with BMI and obesity in preschool-aged children. Future intervention studies were needed to confirm our results.

Assessing the usefulness of the Little Developmental Coordination Disorder Questionnaire-Chinese in Chinese preschoolers: a sex-and age-specific analysis.

This study evaluated the sex-and age-specific usefulness of the Little Developmental Coordination Disorder Questionnaire-Chinese (LDCDQ-CH) in Chinese preschoolers. A population-based sample of 51,110 children aged 3-5 years was recruited. Internal reliability, construct validity, concurrent validity with the Ages and Stages Questionnaire-third edition (ASQ-3), and discriminant validity with the Movement Assessment Battery for Children-second edition (MABC-2) were assessed. Age and sex effects on LDCDQ-CH scores were analyzed using ANOVA and t-tests. The LDCDQ-CH exhibited excellent internal consistency and reliability across ages and genders. Confirmatory factor analysis supported the 15-item model's satisfactory fit. Positive and significant correlations were observed between LDCDQ-CH and ASQ-3 scores, indicating robust concurrent validity. Significant associations were found between LDCDQ-CH and MABC-2 scores. Higher scores were observed in older children and girls, indicating age- and sex-related differences in motor functional performance. The LDCDQ-CH is a reliable and valid tool to support early identification of motor coordination difficulty in Chinese preschoolers, and guiding interventions. Findings support its use across ages and genders, highlighting its potential in the Chinese context. Age- and sex-specific norms are needed for enhanced clinical applicability.

Emotional sociology applied: predictive influence of affective neuroscience personality traits on Chinese preschool teachers' performance and wellbeing.

The interplay between teaching engagement and performance has garnered attention in both theoretical and empirical research, primarily due to its influence on student academic achievement, teacher well-being, and the realization of institutional goals. This is especially pertinent in the realm of preschool education, where the scope of learning extends beyond academic content to encompass the broader socialization of children. Drawing from Affective Neuroscience research, this study investigates the role of affective tendencies as mediators in the relationship between work engagement and job performance. The primary aim of this research is to examine a chain mediation model that hypothesizes the predictive role of teacher engagement. This model posits the intermediary influence of four basic emotions-CARING, SEEKING, ANGER, and FEAR-followed by the mediating effect of job satisfaction on teacher job performance. The study utilized a sample of 842 Chinese preschool teachers. Data were collected through an online questionnaire, employing a time-lagged design. The analysis was conducted using Model 80 of the PROCESS Macros. The findings reveal that both positive and negative emotions significantly predict teachers' job satisfaction. However, job satisfaction does not influence job performance. The analysis confirmed the direct and total effects of teacher engagement, as well as the indirect effects, particularly through the positive emotion of Caring. The results are instrumental in informing and refining interventions designed to enhance teacher engagement and performance, underscoring the importance of emotional factors in the educational environment.

Issues with the Development of Professional Preschool Teaching Staff in China and Developmental Strategies

Teaching in preschool institutions is a specialized profession that requires professional expertise and techniques. Currently, certain issues with the professionalization of early childhood education practitioners have negatively impacted the quality of Chinese preschool education. This article analyzed the necessity of professionalizing pre-primary teachers and pinpointed the challenges faced by China’s educational community in building professional preschool education staff. Relevant strategies were also proposed for strengthening China’s pre-primary teaching force.

What keeps them off the playing field: a textual analysis of Chinese female pre-service kindergarten teachers’ adolescent sports life history

ABSTRACT While studies have explored the physical literacy of Chinese kindergarten teachers and its impact on young children’s health, to date, none has provided a comprehensive analysis of Chinese kindergarten teachers’ self-perceptions in relation to sport. This study explored the environmental stressors associated with participating in sport during the teenage years of 148 Chinese female pre-service kindergarten teachers majoring in early childhood education at a Chinese university through the analysis of their individual sports life history texts. The researchers found that there were multiple simultaneous pressures regarding girls’ sport participation in China. First, there is the pain of student sports participation caused by the pull of multiple forces, and the inconsistency between government, school, family, and student demands for sports, which makes both sports and students a passive presence. Second, there is gender discrimination against women in the sports arena, which adds another burden for girls. Third, physical education teachers seem to have been unable to solve the physical and mental discomforts caused by perceptions of girls’ limited ability, accidental injuries, anxiety and shyness in the sports process. The study revealed the profound impact of body culture and gender culture in Confucianism on adolescent girls’ sports during puberty. The findings contribute to understanding and improving the pre-service physical education practices of female kindergarten teachers and female physical education practices during adolescence, as well as, in the long run, improving the quality of kindergarten children’s physical activity in a context where females are the dominant occupational group.

Content and Principles of Children's Intellectual Development in the Chinese Preschool System

The article is devoted to the content and principles of children's intellectual development in the Chinese preschool system. The purpose of the article is to determine the content and principles of intellectual development of a child in the Chinese preschool system. The following research methods were used in the study: observation, interviews, research projects. Results. It was established in the research process that the main goal of preschool development in China is to prepare children for schooling, help them effectively learn the school curriculum and create a personality capable of further learning and self-development: the development of children's desire for knowledge and cognitive interests; development of preschoolers' abilities to independently learn about the world around them; constant involvement of the child in mental work and preparation for life, etc. It has been proven that the Chinese government creates special programs that have the greatest impact on the intellectual development of preschoolers. Sensory development of the child, development of his/her speech skills, learning the basics of arithmetic, development of important social skills - all this is part of the programs that are included in this category. Experts rightly claim that all types of activities carried out by preschoolers contribute to their intellectual development. Based on the analysis of scientists' works, the article defines several indicators of the intellectual development of a preschool child. These indicators include the child's ability to ask questions; behave with other children and adults; perceive and perform tasks; and understand certain things and events in the environment. Special attention is paid to the educators and the level of their training. In particular, it is emphasized that today, in order to ensure high-quality training of teachers for preschool education institutions in the People's Republic of China, they successfully ensured the intellectual development of preschool children, began to combine preschool pedagogy faculties with secondary special schools, opened preschool pedagogy institutes, and provided training for educators at various levels education such as bachelors and masters. Chinese teachers pay attention to the fact that it is necessary to follow a number of principles in order to fulfill the task of intellectual development of a preschool child. These principles are basic, original provisions that serve as the basis for creating the content and methods of working with preschool children. Conclusions. The most important of them are the following: the principle of visibility, the principle of activity, the principle of connection with life, the principle of self-activity, the principle of taking into account age and individual characteristics, the principle of consistency, the principle of individualization and differentiation, and the principle of voluntary learning. The justification of the factors of intellectual development of preschool children is presented. One of the most important is language. An important part of mental education is the development of speech, which includes the development of coherent speech, the development of phonetic culture, and the addition and activation of the dictionary. Chinese teachers consider the process of forming communication skills an important component of the intellectual and social development of a preschool child.

Parental beliefs and mediation co-mediate the SES effect on chinese preschoolers’ early digital literacy: A chain-mediation model

Parental beliefs and mediation co-mediate the SES effect on chinese preschoolers’ early digital literacy: A chain-mediation model

The role of the traditional and digital home literacy environment in Chinese Kindergartners’ language and early literacy

In this study, we examined whether a digital home literacy environment could be distinguished from a traditional literacy environment in Chinese context and the relationship between parental literacy expectations, traditional and digital home literacy environment, and children's language and early literacy skills. In addition, we explored whether the relationship between HLE and children's language and early literacy would be affected by parental perceived abilities with home literacy activities. One hundred and seventy kindergarten-2 children (82 boys and 88 girls; mean age = 55.15 months) and their parents participated in the study. Parents filled out a questionnaire on the home environment (i.e., parental expectations, home literacy activities, and parental perceived abilities in home literacy activities), and the children were assessed on language skills (vocabulary and grammatical skills) and early literacy (i.e., syllable and tone awareness). Results showed that a digital home literacy environment (DHLE) could be distinguished from a traditional home literacy environment (THLE). Chinese traditional home literacy environment consisted of three distinct aspects (Chinese speaking, Chinese writing, and informal literacy activities). Furthermore, there were no direct or indirect effects of (aspects of) the home literacy environment in predicting language skills, whereas an indirect effect of parental literacy expectations on early literacy was found, via the DHLE only. Finally, there was a positive relationship between DHLE and children's early literacy for parents who experience difficulties in providing the conditions for DHLE. Overall, these findings suggest that the DHLE has already become an important part of the Chinese home literacy environment. In addition, when it comes to children's early literacy skills, the use of digital learning tools may partly compensate for parent's difficulties in digital home literacy education.

Teaching strategies for cultivating preschoolers’ sharing behavior based on gender roles in Chinese culture

<span lang="EN-US">Chinese boys and girls manifest distinct sharing behavior compared with children of other nationalities following different cross-national pathways. Undoubtedly, the Chinese traditional culture projects distinct expectations of female and male roles. Kindergarten teachers are responsible for delivering cultural norm knowledge to children and shaping their behaviors and beliefs. This study aims to provide an insight into how kindergarten teachers cultivate preschoolers’ sharing behavior considering the traditional gender-role culture in China. This study adopted the multiple case study approach and involved six participants working in a Chinese public provincial kindergarten in Hebei Province. The data collection techniques used comprise semi-structured interviews and document analysis. This study’s findings showed teachers develop both boys’ and girls’ sharing awareness through an other-oriented strategy. They also elicit sharing practices through benefits-oriented and habits-forming strategies. However, different treatments of boys and girls could be observed in some respects. These findings demonstrate that children’s sharing behaviors are shaped through the same strategy with a subtle gender bias. They further imply that the gender-role knowledge of Chinese kindergarten teachers impacts how they cultivate preschoolers’ sharing behavior.</span>

Axial length to corneal radius of curvature ratio and refractive error in Chinese preschoolers aged 4–6 years: a retrospective cross-sectional study

ObjectiveThis study aims to investigate the associations of axial length to corneal radius of curvature (AL/CRC) ratio with refractive error and to determine the effect of AL/CRC ratio on hyperopia...

Validating a measure of growing pattern understanding in Chinese preschool children

Recent research has pointed to the importance of patterning skills in early mathematics development. However, there is a lack of psychometrically robust instruments to measure patterning skills, especially growing pattern understanding. In this study, we developed and validated an instrument assessing growing pattern understanding among preschool children. One hundred and thirty-eight preschoolers aged approximately five years in Hong Kong were assessed individually on 10 growing pattern items at two time points over a one-year period. Confirmatory factor analysis showed that a two-factor model (i.e., increasing and decreasing patterns) fit the data best in the second year of preschool (PS2), but a one-factor model (i.e., growing patterns) fit the data best in the third year (PS3). Scale reliability was adequate at both time points. At the item level, Rasch analysis showed that all the items were within an acceptable range of difficulty at both time points. Information curves also suggested that the test items provided the most information (i.e., having high reliability) at high ability levels at PS2 but were a sensitive measure for children of both low and high abilities at PS3. No differential item functioning was detected across boys and girls at PS2 or PS3. Also, expected relations were found between growing pattern understanding and children's performance on repeating patterns and English expressive vocabulary, supporting convergent and discriminant validity. Overall, the results suggest that the growing pattern task has sound psychometric properties and is appropriate for use in preschool children aged five and six years.

Legal Guarantee and Governmental Responsibility in Chinese Preschool Education Development: Roles of the Preschool Education Law of the People’s Republic of China

The Preschool Education Law of the People’s Republic of China (Draft) is instituted in response to issues arising in the development of Chinese preschool education, such as a lack of explicit definitions of governmental responsibility, incomplete regulation mechanisms, and insufficient general accessibility of preschool services. This article focuses on discussing the law’s significance for building a preschool education system that aims to provide pre-primary service as a public good and is under stringent regulation at all levels of government.

Issues with Chinese Preschool Education and Implications of the Preschool Education Law of the People’s Republic of China (Draft)

The release of the Preschool Education Law of the People’s Republic of China (Draft) marks the state’s emphasis on the importance of early childhood education at the legislative level. The law reaffirms the significance of building a more scientific preschool education system that respects the characteristics of child cognitive development. This article elaborated on the issue of advanced education in China’s pre-primary institutions as well as its harms and highlighted the implications of the Preschool Education Law for developing a more scientific pre-primary education curriculum.

A Comparative Study of Experiential Teaching Methods in Chinese and American Preschool Students

With the international development of education, how to improve the quality of preschool education has become a hot issue of concern to all countries. Some researchers have found that the use of experiential teaching methods can improve the quality of kindergarten education, but there is still a lack of comparative study on the application of Chinese and American kindergartens. Therefore, the research topic of this paper is the embodiment of experiential teaching methods in Chinese kindergartens. The study found that experiential teaching in Chinese kindergartens is mainly used for extracurricular quality education, with educators focusing more on teaching knowledge and values to enhance the development of children's sense of community. Therefore, experiential teaching methods are often found in language classes and various extracurricular recreational activities, while in the United States, they are used to cultivate professionalism in various disciplines, with educators favoring the cultivation of children's interests and creativity, and teachers paying more attention to the children's learning and exploratory process. The application of experiential teaching methods in both countries improves students' abilities at different levels. This paper hopes that by comparing the application of experiential pedagogy in kindergartens in China and the United States, the two countries will complement each other's strengths and weaknesses, gain insights from each other's educational practices, and hope that educators in each country will strive for a lifelong improvement in the quality of preschool education.

The Impact of Parental Myopia and High Myopia on the Hyperopia Reserve of Preschool Children

Introduction: The aim of this study was to explore the association between parental myopia and high myopia with children’s refraction and ocular biometry in large-scale Chinese preschool children from the Beijing Hyperopia Reserve Study. Subjects/Methods: This cross-sectional kindergarten-based study enrolled children aged 3–6 years. Cycloplegic refraction, axial length (AL), and corneal radius (CR) were measured for all children. Parents were asked to complete a questionnaire about refractive status (no myopia, mild myopia <−3 D, moderate myopia ≥−3 D and ≤−6, and high myopia >−6 D). Results: The study enrolled 2,053 children (1,069 boys and 984 girls), with a mean age of 4.26 ± 0.96 years and mean spherical equivalent refraction (SER) of 1.11 ± 0.97 diopter. Of the children, 90.7% had at least one myopic parent, and 511 children (24.9%) had at least one highly myopic parent. SER decreased significantly with increasing severity of parental myopia (p < 0.001). Preschool children’s myopia was independently associated with parental myopia (OR, 10.4 and 11.5 for one and two highly myopic parent[s]). Age (OR = 1.1), gender (OR = 1.7; girls as references), near work time (OR = 1.2), and both maternal (OR, 1.4 and 2.0 for moderate and high myopia) and paternal myopia (OR, 1.6 and 1.9 for moderate and high myopia) were independent risk factors for lacking hyperopia reserve. Conclusion: Severe parental myopia was associated with a lower SER, longer AL, and higher AL/CR ratio in preschool children. Parental myopia and near work may predispose children to faster elimination of hyperopia reserves before exposure to higher educational stress.

Effects of person-job fit on occupational commitment among kindergarten teachers: occupational well-being as mediator and perceived organizational support as moderator

IntroductionThe objective of this research was to investigate the effect of person-job fit on occupational commitment among Chinese kindergarten teachers, and to identify strategies for improving the occupational commitment of this professional group.MethodsA survey was conducted among kindergarten teachers utilizing the Occupational Commitment Scale, Person-job Fit Scale, Occupational Well-being Scale, and Perceived Organizational Support Scale, resulting in the acquisition of 1539 valid data.ResultsA significant positive correlation was observed between person-job fit and occupational commitment, with occupational well-being serving as a partial mediator in this association. Additionally, the direct effect of person-job fit on occupational commitment was moderated by perceived organizational support. Specifically, a significant positive correlation between person-job fit and occupational commitment was evident when the scores of perceived organizational support were below 0.21, whereas a significant negative correlation was observed when the scores of perceived organizational support were above 1.67.ConclusionsIn order to enhance the degree of occupational commitment among kindergarten teachers, it is imperative to pay attention to their person-job fit, perceived organizational support, and occupational well-being.

The impact of maternal work–family conflict on problem behaviors among preschoolers during the COVID-19 epidemic: a moderated mediation model of maternal anxiety and trait mindfulness

PurposeThe mediating effects of maternal anxiety and moderating effects of trait mindfulness on the relationship between Work–family conflict (WFC) and preschool children’s problem behaviors remain unclear during the COVID-19 epidemic. So, this study examined the association between mothers’ WFC and preschoolers’ problem behaviors and identified the roles of maternal anxiety as a mediator and trait mindfulness as a moderator during the COVID-19 epidemic.MethodsIn this cross-sectional study, a sample of 1,068 Chinese preschoolers and their mothers from coastal cities in southern China were investigated. Data were collected using demographic questionnaires, Carlson’s WFC scale, Ma’s Parenting Anxiety Scale, Goodman’s SDQ Scale, and Brown and Ryan’s Trait Mindfulness Scale, and were analyzed using SPSS 26.0 and Process 3.3.ResultsWFC had a positive and direct association with problem behaviors in preschoolers (β = 0.118, t = 3.880, p &amp;lt; 0.001). WFC also had a positive and direct association with maternal anxiety (β = 0.480, t = 18.034, p &amp;lt; 0.001). Maternal anxiety had a positive and direct association with preschoolers’ problem behaviors (β = 0.415, t = 13.584, p &amp;lt; 0.001). The mediating effect value of maternal anxiety between WFC and preschoolers’ problem behaviors was 0.199, and the moderating effect value of trait mindfulness between maternal anxiety and preschoolers’ problem behaviors was −0.078.ConclusionWFC was positively associated with preschoolers’ problem behaviors, and maternal anxiety was a mediator of this association. So, WFC could cause maternal anxiety and lead to more problematic behaviors in children. Besides, maternal anxiety was positively associated with preschoolers’ problem behaviors, and trait mindfulness was a moderator of this association.