Young Children's Perceptions Research Articles

Developing Participatory Methods to Include Young Children's Voices in Research.

This clinical tutorial draws on a case study to demonstrate how researchers can design studies that access the voices of even the youngest children. The case study explored young children's perceptions of reading at a time when government policy directs that reading should be taught through a systematic synthetic phonics "first and fast" approach and assessed using the phonics screening check. This collective case study, set within a single primary school, used a range of tools designed within a listening framework, to explore the views of seven 5- to 6-year-old children. By reflecting carefully on the methodology used in this study, this article demonstrates how children can be skilled and insightful participants in research provided they are given activities that allow them to engage, respond, and communicate in ways appropriate for their age. This tutorial has implications for all those interested in conducting participatory research with young children.

Young children's perceptions and experiences of school readiness during the transition from preschool to primary school in China

AbstractSchool readiness has a profound educational value for children's positive adjustment to primary school and holistic development. However, little research sufficiently addresses how young children view multifaceted components of learning, such as cognitive, affective and behavioural experiences on school readiness. A timely understanding of children's perceptions and experiences is crucial to shed light on how to promote transition and improve children's school readiness. This study investigated the perceptions and experiences of 41 children in China (5–6 years of age, 23 girls) regarding their school readiness based on Mosaic approach methods. The results indicated that young children have their own unique perceptions, emotional and behavioural experiences of school readiness. The perceptions of school readiness include four aspects of material supplies, subjects knowledge, interests and specialties and behavioural habits, which has similarities to that of adults in aspects of academic knowledge and social rules. Nevertheless, findings revealed young children view interests and strengths as important part of school readiness, reflecting their personal preferences and abilities. The emotional experiences could be considered positive or negative, with positive emotional experiences expressing children's curiosity and expectation, fulfilment and pleasure, and negative emotional experiences expressing academic burden, rules pressure and social worries, which need to be addressed. Young children's behavioural experiences with school readiness present two patterns of passive acceptance and active participation, they are eager to participate in activities and have a strong desire to explore and learn. Our findings extend beyond existing conception of school readiness, and give greater weight to children's interests and strengths, positive experiences and active participation. It is important to focus on children's intrinsic interests and strengths, accept children's ideas and choices, care for their emotional state and provide positive support.

초임 유아교사의 페다고지 생성 과정 경험에 관한 내러티브 탐구: 공립 유치원 교사를 중심으로

This study aims to explore the experiences of novice early childhood teachers in the process of generating pedagogy in public kindergartens. Individual interviews and focus group discussions were recorded, transcribed, and analyzed using narrative inquiry. The research results are as follows. First, all teachers experienced anxiety and growing pains in new situations but showed a strong desire for self-growth. Mentoring and experiences led to new perceptions of young children, shifting their educational practices toward play-based and child-centered approaches. Second, teachers naturally developed their pedagogy while implementing the curriculum, focusing on children's learning through play. They formed important relationships with senior teachers, peers, children, and educational materials, which influenced their practices. Based on the research results, we discussed the need to view and support novice early childhood teachers as being in the process of ontological ‘becoming’ through their unique practices. We also discussed the necessity of educational approaches that positively impact teachers' practices, in connection with early childhood teacher training programs and professional learning communities.

‘Out of the mouths of babes’ – capturing young children's perceptions of disability through the use of diversity dolls

ABSTRACT This study utilises diversity dolls to elicit young children's perceptions of visual disabilities. The study which involved 20 participants aged between six to seven years old suggests that although many children have positive attitudes towards peers with physical disabilities, attitudes are often grounded in the deficit medical model, with concepts related to assistive devices, medical causes, social consequences, and dependency. The study contributes to the literature through its use of a child centred method and open discussion, which enabled children to offer their innermost thoughts that might have otherwise remained hidden. Some of the comments gathered were quite derogatory, particularly with regards to facial features, and without disability awareness education children risk carrying negative and hostile views into adulthood. Methods which help to unearth children's core belief structures about disability provide an important foundation on which early years practitioners can build intervention programs which critically examine social inequalities and deconstruct dominant discourses, helping young children to develop positive attitudes towards disability.

Autistic and Non-autistic Children's Pain Perception is Modulated by Their First-Hand Pain Sensitivity and Theory of Mind.

The current study examined whether autistic children's perception of others' pain could be modulated by their first-hand pain sensitivity and theory of mind (ToM). We measured the first-hand pain sensitivity, the rating of others' pain intensity, and the performance in the ToM tasks in 43 5- to 8-year-old autistic and 30 neurotypical children. Our results revealed hyposensitivity to first-hand pain, underestimation of others' pain intensity, as well as difficulties in the False Belief subtasks of ToM in autistic children. Furthermore, we detected an interaction between children's first-hand pain sensitivity and ToM in predicting their perception of others' pain. To be specific, for autistic and NT children with normal or hyper-sensitivity to first-hand pain, better performance on ToM predicted higher ratings for others' pain intensity; while for autistic and NT children with hyposensitivity to first-hand pain, ToM did not predict ratings for others' pain intensity. Our study contributes to the understanding of pain perception in young children and provides implications for clinical practices to improve social understanding in autistic children.

Early cochlear implantation for children with single sided deafness

ObjectivesSingle-sided deafness (SSD) can have consequences for a child's language, educational, and social development. A cochlear implant (CI) is the only device which can restore true binaural hearing, yet they are only approved for children with (SSD) over the age of five in the United States. Reports on speech perception outcomes for children implanted at a younger age are limited. The present study aims to examine the effects of age at implantation, duration of deafness, hearing loss etiology, and presence of additional disabilities on device usage and speech perception outcomes. MethodsA retrospective chart review was used to examine demographics and speech perception outcomes for 18 children implanted at age five or younger. ResultsSpeech perception results were highly variable, with some children deriving significant benefit and others demonstrating no sound awareness through the implant alone. Age at implantation and duration of deafness did not have a clear impact on outcomes. Device usage was low in many children, often those with anatomical abnormalities such as a hypoplastic cochlear nerve. There are challenges to assessing speech perception in young children with SSD, leading to a lack of standardized outcome measures. ConclusionsEarly CI for children with SSD may improve speech perception, but benefit is not guaranteed. Candidacy evaluation should consider both medical and audiological factors, in addition to the degree of family support and realistic expectations. Caution is especially warranted in children with significant anatomical anomalies.

Parents’ environmental knowledge and perception of young children’s nature connectedness: The serial mediating role of parents’ environmental concern and parent–child engagement

This study explored the relationship between parents’ environmental knowledge and 3- to 6-year-old children’s nature connectedness, and the mediating role of parents’ environmental concern and parent–child engagement in that relationship. Participants were 427 parents from rural western China (female = 51.99%; mean age = 30.87 years, SD = 6.81 years). The parents completed the following surveys: Connectedness to Nature Index for Parents of Pre-school Children (CNI-PPC), Chinese version of the Environmental Knowledge Scale (CEKS), Chinese version of the New Environmental Paradigm (CNEP), and Parent–Child Engagement Scale (PCES). Using structural equation modelling and the bootstrap method, the results revealed that higher parents’ environmental knowledge was associated with increased parent-rated children’s nature connectedness. Parents’ environmental concern and parent–child engagement independently mediated the relationship between parents’ environmental knowledge and parents’ perceived nature connectedness of their children. Additionally, parents’ environmental concern and parent–child engagement had a serial mediation effect on that relationship, contributing to increased parent-rated children’s nature connectedness. These findings highlight the importance of considering parents’ environmental knowledge, environmental concern, and parent–child engagement to strengthen children’s nature connectedness. The implication of this study is that environmental education programs should target parents in addition to children, as parents’ environmental knowledge, concern, and engagement are vital to the development of their children's nature connectedness.

Mismatch Responses to Speech Contrasts in Preschoolers with and without Developmental Language Disorder.

This study compared cortical responses to speech in preschoolers with typical language development (TLD) and with Developmental Language Disorder (DLD). We investigated whether top-down language effects modulate speech perception in young children in an adult-like manner. We compared cortical mismatch responses (MMRs) during the passive perception of speech contrasts in three groups of participants: preschoolers with TLD (n = 11), preschoolers with DLD (n = 16), and adults (n = 20). We also measured children's phonological skills and investigated whether they are associated with the cortical discrimination of phonemic changes involving different linguistic complexities. The results indicated top-down language effects in adults, with enhanced cortical discrimination of lexical stimuli but not of non-words. In preschoolers, the TLD and DLD groups did not differ in the MMR measures, and no top-down effects were detected. Moreover, we found no association between MMRs and phonological skills, even though the DLD group's phonological skills were significantly lower. Our findings suggest that top-down language modulations in speech discrimination may not be present during early childhood, and that children with DLD may not exhibit cortical speech perception deficits. The lack of association between phonological and MMR measures indicates that further research is needed to understand the link between language skills and cortical activity in preschoolers.

The Role of Educational Games in Fostering Creativity Among Young Children at Home

This study aims to investigate the role of educational games in fostering creativity among young children in household settings. The research employs a qualitative approach with a single case study method to comprehend the experiences and perceptions of young children regarding educational games at home. Five families with young children (aged 3-6 years) participated in the study. Data were collected through in-depth interviews with parents, participant observations during playtime, and documentation of the gaming sessions. The results of the study reveal that educational games play a crucial role in fostering creativity among young children. Through these games, children are provided with opportunities to imagine, create, and explore various roles and scenarios. Educational games also enhance children's problem-solving skills and communication abilities, as they need to think creatively to overcome challenges in the games and interact with their parents or other family members. The study concludes that educational games hold significant potential for developing creativity in young children within the household setting. The practical implication of this research emphasizes the importance of providing appropriate opportunities and support for children to engage in educational games, along with the positive role of parents in optimizing the creative benefits of such games.

Young children's perspectives on treatment and care: A qualitative study using narrative and play-based interviewing

PurposeTo explore young children's (age 3–6 years) own experiences and perceptions of treatment and care when living with a chronic illness. Design and methodsThe study employed a qualitative research design using a narrative and play-based interview approach. Individual face-to-face, narrative and play-based interviews were conducted with eight young children age 3–6 years with type 1 diabetes or cystic fibrosis. The play sessions took place at the home of the children and were video recorded. Interpretative phenomenological analysis was used to analyse the data and frame the study. ResultsOur analysis identified six main themes: 1. Children understood illness through their bodily experience of treatment and care, 2. Children's experience of care and treatment ranged from a feeling of powerlessness to a sense of agency, 3. Children depended on their parents to provide comfort, advocacy and protection, 4. Children's perceptions of treatment and care were inherently related to their experiences of familiarity, interpersonal relationships and trust, 5. Children with type 1 diabetes did not perceive that they played an active role during consultations, and 6. Children associated medical treatment with receiving tangible rewards or positive feedback. ConclusionChildren expressed a need to feel safe and build agency. They experienced this through participation and interpersonal relationships with healthcare professionals. Practice implicationsWe should prioritize the establishment and implementation of age-appropriate psychosocial care practices that support young children in participating, forming relationships, and building trust.

An Exposure-Based Video Game (Dr. Zoo) to Reduce Needle Phobia in Children Aged 3 to 6 Years: Development and Mixed Methods Pilot Study.

Needle phobia, which affects 19% of children aged 4 to 6 years, prevents many children from receiving necessary or preventive medical treatments. Digital interventions have been made to target needle phobia but currently rely on distraction rather than evidence-based exposure. We designed and evaluated a serious exposure-based mobile game called Dr. Zoo to reduce the fear of needles in children aged 3 to 6 years, where players administered shots to cartoon animals. We conducted a mixed methods study with 30 parents (mean age 35.87, SD 4.39 years) and their 36 children (mean age 4.44, SD 1.11 years) who played the game for 5 days leading to a scheduled appointment that included an injection (eg, influenza vaccination). After the study, parents completed exit surveys and participated in semistructured interviews to evaluate ease of use, acceptability, and preliminary effectiveness of the game and to provide insights on their experience with the game to inform future developments. Interview transcripts were analyzed by 3 independent coders following an open coding process and subsequently coded and discussed to reach consensus. Parents rated their child's difficulty in completing the game as very low on average (scale 1-5; mean 1.76, SD 0.82) and were highly likely to recommend Dr. Zoo to other parents (scale 1-5; mean 4.41, SD 0.87), suggesting Dr. Zoo's strong ease of use and high acceptability. In the exit survey, parents rated their child's fear as significantly lower after participating in the study (scale 1-5; mean 3.09, SD 1.17) compared with that before participating (scale 1-5; mean 4.37, SD 0.81; z score=-4.638; P<.001). Furthermore, 74% (26/35) of the parents reported that the game had a positive impact on their child's fear or perception of needles (only 2 parents reported a negative impact). Qualitative analysis of the interview transcripts revealed potentially important features of the game in this positive impact, such as the game's interactive design, as observed in 69% (24/35) of our participants. The results suggest that an evidence-based serious mobile game can be an easy-to-use, acceptable, and potentially effective intervention for changing young children's fear and perceptions of needles. Leveraging digital interventions may be a potential solution to needle anxiety as a public health concern.

Supporting young children as they engage in reflective practices in the virtual classroom: Conditions, challenges and perspectives during the pandemic of the 21st Century

ABSTRACT This qualitative study investigates conditions for online reflective sessions, the challenges faced and the perceptions of young children when classes moved online. 18 children ages 10–11 participated in the study; they attended 9 online reflection sessions over Zoom and an exit interview. The study concluded that challenges faced when conducting online reflection sessions were the common technical problems – the instability of the network connections and limitations of an online platform. The conditions necessary for reflective sessions include creating appropriate and effective questions to facilitate the process, provision of pictures to prompt discussions and ensuring that the contexts for discussions should be relatable to young children’s experiences. The children had overall positive experiences and considered online reflections as enjoyable learning opportunities. This study provides ideas for supportive and effective conditions for online reflection sessions to promote and motivate meaningful reflections amongst young children.

Study on kindergarten teachers’ perceptions of young children’s representation and difficulties of facilitating it

본 연구의 목적은 유아의 표상을 지원해 본 유아교사를 대상으로 유아 표상에 대한 인식과 표상 활동 지원의 어려움을 탐색하는 것이다. 사립유치원에 근무하는 5명의 유아교사를 대상으로 심층면담을 실시했으며 부호화와 범주화의 순환적인 반복을 통해 자료를 분석한 결과, 예측불가능한 놀이 상황에서 유아 표상은 놀이 흐름을 연결하는 징검다리 역할을 하고, 유아의 생각과 생각을 접붙이는 매개체였으며 유아의 정체성을 드러내는 매개체였다. 연구참여자들에 의하면, 유아 표상을 표상 활동의 공간, 표상 매체, 유아 기질 등 유아-물질의 내부적 상호작용 결과였다. 연구참여자들은 유아의 표상을 지원할 때 유아 흥미를 반영하는 방법이나 교사의 발문을 고민하고 있었으며 유아 표상을 위해 기관의 적극적인 지원이 필요하다고 인식하고 있었다. 이러한 결과는, 유아의 목소리를 드러내고 유아 간의 소통을 위해 유아 표상을 지원하는 체계적인 교수방법이 필요함을 시사한다.This study investigated kindergarten teachers’ perceptions of young children’s representation and the difficulties of facilitating it. In-depth interviews were conducted with five kindergarten teachers. Through repetitive cycles of coding and categorizing data, it was found that young children’s representations were a stepping-stone in the unpredictable directions of play, a medium of entangling different ideas, and an expression revealing their identities. According to the participants, young children’s representations were the result of intra-actions between children (e.g., their disposition) and materials (e.g., the properties of space and media). The participants struggled to reflect children’s interests in representational activieis and develop pedagogical approaches for their representation. Participants also perceived the need for financial support to provide representational resources. These results imply that educational strategies that facilitate young children’s representation are needed to help them exhibit their opinions and communicate with each other.

Experience of using digital devices at home shown in children's drawings

본 연구는 유아의 그림에서 나타난 가정에서의 디지털 기기를 활용한 경험에 대한 유아의 이미지와 인식을 살펴보는데 목적이 있다. 이를 위해 2022년 12월부터 2023년 1월까지 약 두 달동안 대전시와 충청북도에 소재한 4개 유아교육기관의 5세 유아 89명을 대상으로 가정에서의 디지털 기기를 활용한 경험에 대해 그림 그리기와 면담을 실시하고 분석하였다. 연구 결과, 2가지 범주의 6개 하위 범주로 구분되었다. 첫째, 유아의 디지털 기기를 활용한 경험에 대한 이미지는 ‘디지털 기기를 활용한 놀이’, ‘디지털 기기를 활용한 학습’, ‘디지털 기기를 활용한 소통’, 둘째, 유아의 디지털 기기 활용에 대한 인식은 ‘행복함과 즐거움을 주는 디지털 기기’, ‘부모의 규칙과 제재로 인해 부담감을 주는 디지털 기기’, ‘안전하지 않은 디지털 기기’로 나타났다.The purpose of this study is to examine the images and perceptions of young children on the experience of using digital devices at home by analyzing their drawings. To this end, for about two months from December 2022 to January 2023, 89 5-year-old children from four different early childhood educational institutions located in Daejeon and Chungcheongbuk-do were selected to conduct drawing sessions and interviewed for their experiences using digital devices at home. The result of the study was divided into two categories with six subcategories. Firstly, images on the experience of children using digital devices include ‘Play Using Digital Devices,’ ‘Learning Using Digital Devices,’ and ‘Communication Using Digital Devices’. Secondly, recognition for using digital devices for children was shown as ‘Digital Devices that Give Happiness and Pleasure’, ‘Digital Devices that Cause Burden due to Parental Rules and Restrictions’, and ‘Unsafe Digital Devices.’

The voices of children on movement behaviours: implications for promoting international guidelines to support obesity-prevention efforts

BackgroundAs a key factor for the prevention of childhood obesity, WHO recommends a specific balance of movement behaviours (ie, physical activity, sedentary behaviour, and sleep) across the 24-h day for children younger than 5 years. Substantial evidence underpins our understanding of the benefits for healthy growth and development; however, little is known about young children's experiences and perceptions, and whether context-specific factors that might influence movement behaviours differ across the globe. MethodsAcknowledging children's agency as knowledgeable informants on matters affecting their lives, children aged 3–5 years from communities and preschools in urban and rural Australia, Chile, China, India, Morocco, and South Africa, were interviewed. Discussions were based on a socioecological framework of the multifactorial, complex influences on young children's movement behaviours. Prompts were adapted to ensure relevance across diverse study sites. Ethics approval and guardian consent were obtained, and the Framework Method used for analysis. Findings156 children (101 [65%] from urban areas, 55 [45%] from rural areas; 73 [47%] female, 83 [53%] male) shared their experiences, perceptions, and preferences related to movement behaviours and the barriers and enablers of outdoor play. Physical activity, sedentary behaviour, and to a lesser degree screen time occurred predominantly through play. Barriers to outdoor play included weather, air quality, and safety concerns. Sleep routines varied considerably and were influenced by room or bed sharing. Screen use was ubiquitous, presenting a challenge to meeting recommendations. The effect of daily structure, degree of autonomy, and interactions were consistent themes, and differences in how these factors influenced movement behaviours across study sites were evident. InterpretationThe findings highlight that although movement behaviour guidelines are universal, contextual realities need to be considered in how socialisation and promotion of the guidelines are enacted. How young children's sociocultural and physical environments are constructed and influenced can foster or disrupt healthy movement behaviours, which might have implications for childhood obesity. FundingBeijing High Level Talents Cultivation Project for Public Health Academic Leader; Beijing Medical Research Institute (Public service development and reform pilot project); British Academy for the Humanities and Social Sciences; KEM Hospital Research Centre; Ministry of Education and Universidad de La Frontera (Innovation in Higher Education Program); and National Health and Medical Research Council (Investigator Grant Leadership Fellow, Level 2).

Sex differences in young children's perceptions of situational drinking norms over time.

To date, there have been no previous studies examining sex differences in the development of alcohol-related perceptions over time, a potential avenue for targeted prevention and early intervention efforts. This article examines any potential sex differences in young children's development of situational drinking norms over time. Two hundred ninety-eight children (aged 4-6 years at baseline) completed the Dutch electronic Appropriate Beverage Task-which involves attributing alcoholic beverages to adults in varying situational contexts-annually over 3 years (2015, 2016, 2017). Three-level regression models were estimated examining whether perceptions of situational drinking norms varied as a function of the sex of the participant and whether there were any changes over time. Over time children did not attribute more alcoholic beverages to adults in various situations, instead both boys and girls became more accurate at correctly identifying situations in which drinking is more common. Over time, both boys and girls attributed more alcoholic beverages in common situations and less in uncommon situations, with no significant sex differences in attributions of alcohol found. We identified no significant sex differences in the development of situational drinking norms over time, suggesting that education and prevention campaigns can be unified/nontargeted by sex. However, given our findings differ from previous studies that identify significant sex differences between children on the development of other alcohol-related cognitions beyond situational drinking norms, there is a need for more international research in this space to understand the importance and nature of the development of alcohol-related perceptions over time. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

IPA기법을 활용한 보육교사의 영유아권리인식에 대한 중요도와 실행도 분석

IPA기법을 활용한 보육교사의 영유아권리인식에 대한 중요도와 실행도 분석

Developmental Changes in the Perception of Vocal Loudness and Voice Quality in 3- to 6-Year-Old Children.

The study's primary aim was to investigate developmental changes in the perception of vocal loudness and voice quality in children 3-6 years of age. A second aim was to evaluate a testing procedure-the intermodal preferential looking paradigm (IPLP)-for the study of voice perception in young children. Participants were categorized in two age groups: 3- to 4-year-olds and 5- to 6-year-olds. Children were tested remotely via a Zoom appointment and completed two perceptual tasks: (a) voice discrimination and (b) voice identification. Each task consisted of two tests: a vocal loudness test and a voice quality test. Children in the 5- to 6-year-old group were significantly more accurate than children in the 3- to 4-year-old group in discriminating and identifying differences between voices for both loudness and voice quality. The IPLP, used in the identification task, was found to successfully detect differences between the age groups for overall accuracy and for most of the sublevels of vocal loudness and voice quality. Results suggest that children's ability to discriminate and identify differences in vocal loudness and voice quality improves with age. Findings also support the use of the IPLP as a useful tool to study voice perception in young children.

Effects of exposure to mother's and father's alcohol use on young children's normative perceptions of alcohol.

While consumption of alcohol does not often begin until early adolescence, young children are highly capable of internalizing normative information through observational learning. We used a longitudinal multiple-informant family study to examine the impact of exposureto mothers' and fathers' drinking onyoung children's normative perceptions of who drinks alcohol. Three hundred twenty-nine children (4 to 6 years old at baseline [Mage 4.78 (SD=0.725)], 51% girls) completed the Dutch electronic appropriate beverage task [eABT] where they attributed alcoholic beverages to a variety of persons depicted in an illustrated scenario. Their parents completed an online survey that included information on alcohol use and exposure. Children more frequently exposed to their mothers' drinking provided females shown in the eABT illustrations with alcohol significantly more often than children less frequently exposed to mothers' drinking. There was no effect of mother's exposure on providing males in the eABT with alcoholic beverages. Similarly, children more frequently exposed to their fathers' drinking provided fatherswith alcoholic beverages significantly more often than children less frequently exposed to their fathers' drinking. There was no effect of father's exposure on providing the females with alcoholic beverages,nor was there an effect of father's exposure on providing "other males" with alcohol. These patterns held after adjusting for age and sex. This study demonstrates that there are gender-specific effects of exposure to parents' (particularly mothers') drinking on young children's perceptions of person-specific drinking norms. The findings provide unique evidencein a young population groupofeffectson an understudied dimension of alcohol-related perceptions with implications for future drinking behavior.

예비유아교사의 실습경험에 관한 질적 메타분석

Objectives In this study, we intend to broaden our understanding of the practice experiences of pre-service early childhood teachers through a qualitative meta-analysis of the practice experiences of pre-service early childhood teachers and to investigate the future direction of practice for pre-service early childhood teacher. Methods This study analyzed the practice experiences of pre-service early childhood teacher through qualitative meta-analysis based on the qualitative meta-analysis execution process of Noblit and Hare (1988). Qualitative meta-analysis is largely divided into the first half and the second half. In the first half, research materials were collected and analysis subjects were selected, and in the second half, the results obtained by comparing and analyzing the selected research materials were categorized. Results As a result of comprehensively exploring the practice experiences of pre-service early childhood teacher, pre-service early childhood teacher experienced the practice process centered on ‘change in perception, practice of education, and enjoyment of relationships’. During the practice process, pre-service early childhood teacher experienced changes in their perception of young children, recognition of themselves as subjects in their surroundings, experience of practical knowledge, experience exhaustion, reflective thinking, interacting with teachers based on trust and support, and forming positive relationships with children through emotional enjoyment. Conclusions Based on the results of this study, we can consider emphasizing the active participation of young children and pre-service early childhood teacher, cultivating practical knowledge that combines theory and knowledge, promoting reflective thinking to coordinate the light and shade of practice, and forming a positive relationship with teachers and young children based on emotional support.