•We examined outcomes for rural “left-behind” preschool children in China who experienced one or more parents migrating to a city for work.•Across all outcomes, left-behind children showed lower ...skill levels compared to rural children and migrant children.•Completely-left-behind children (both parents migrate) are at considerable risk for early academic and social skills.
We examined early trajectories for academic and social skills among four groups of rural, preschool-attending, children in the Guangdong province of China: Village children (N = 176) who remained in a rural village and lived with both parents, Migrant children (N = 79) who migrated with their work-seeking parents to live in an urban area, Partially-left-behind children (N = 63) who lived with one parent in a rural village while the other parent migrated to the city for work, and Completely-left-behind children (N = 57) who stayed in a rural village with relatives while both parents migrated to the city for work. Children (n = 375) were individually assessed for social skills, vocabulary, executive functioning, Chinese character reading, and math at four time points over their last two years before formal schooling. For all academic outcomes at exit of preschool, completely-left-behind children showed the lowest performance compared to other groups. Children who remained at home with their parents did better than completely-leftbehind children on all outcomes at the final time point except for vocabulary. Migrant children generally performed better than other groups. Partially-left-behind children showed strong growth and final performance in executive functioning compared to other groups. In sum, while migration to the city appears to be associated with enhanced early academic learning for rural children, completely-left-behind children appeared to be at greatest risk. Results are interpreted in terms of current policies in China aimed at improving early childhood services in rural areas.
This study aims to explore the relationship between basic psychological needs and positive emotions of preschool teachers between trait mindfulness and job satisfaction.
Three hundred and ...ninety-eight preschool teachers were tested with mindfulness attention awareness scale, basic psychological needs scale, positive emotion scale, and job satisfaction scale.
Preschool teachers trait mindfulness can predict job satisfaction (
= 0.265,
< 0. 001). Preschool teachers trait mindfulness has an indirect impact on job satisfaction through basic psychological needs (
= 0.059,
= 0.002), and preschool teachers trait mindfulness has an indirect impact on job satisfaction through positive emotions (
= 0.123,
< 0. 001). In addition, basic psychological needs and positive emotions play a sequential intermediary role between preschool teachers trait mindfulness and job satisfaction (
= 0.017,
< 0. 001).
Basic psychological needs and positive emotions play a sequential mediating role between preschool teachers trait mindfulness and job satisfaction, and this sequential mediating effect accounts for a high proportion of the total effect.
Objective
This study aimed to investigate the multiple mediating effects of achievement motivation and subjective wellbeing between social support and individual occupational identity.
Methods
...Questionnaire method was used in this study. 565 junior college students majoring in pre-school education were tested by social support scale, achievement motivation scale, subjective wellbeing scale, and occupational identity scale.
Results
(1) There isn’t significant relationship between perceptions of social support and individual occupational identity. (2) Achievement motivation and subjective wellbeing individually play a mediating role between social support and individual occupational identity. (3) Achievement motivation and subjective wellbeing play a chain mediating effect between elf-efficacy and individual occupational identity.
Conclusion
Social support can indirectly predict professional identity of pre-school “would-be teachers” through the mediating effect of achievement motivation, subjective wellbeing and the chain mediating effect of achievement motivation and subjective wellbeing.
Objective
: This study, aims to explore the relationship of error management climate and self-efficacy between preschool teachers’ proactive personality and innovative behavior.
Methods
: Four ...hundred thirty-nine preschool teachers were tested by proactive personality scale, error management climate scale, general self-efficacy scale, and employee innovation behavior scale.
Results
: Preschool teachers’ proactive personality can directly predict their innovative behaviors, has a significant indirect effect on innovative behaviors through error management climate, and has a significant indirect effect on innovative behaviors through self-efficacy. Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.
Conclusion
: Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.
The family environment has a significant impact on the psychological and behavioral development of children, especially those who are left behind in preschool and experience parent-child separation ...at a young age. These children face a greater risk of family dysfunction, which can lead to internalizing and externalizing problem behaviors. While numerous studies have established a connection between family functioning and problem behaviors, few have explored the underlying mechanisms driving this relationship. Our study seeks to address this gap by examining how emotion regulation and psychological resilience mediate the link between family functioning and problem behavior.
The sample consisted of 940 preschool children (51.5% male, 48.5% female) with a mean age of 5.07 ± 0.80. The main guardians of the children were given the Family Assessment Device, Preschool Children's Emotion Regulation Scale, the Devereux Early Childhood Assessment for Preschoolers (2nd edition), and the Social Skills Improvement System-Rating Scales to assess their family functioning, emotion regulation, psychological resilience, and problem behavior respectively.
Lower family functioning was associated with more severe problem behaviors in preschool left-behind children, and emotion regulation and psychological resilience partially mediated the relationship between family functioning and problem behaviors, respectively. In addition, emotion regulation and psychological resilience were also chain mediators between family functioning and problem behaviors.
The study's findings highlighted the crucial role of emotional regulation and psychological resilience in the correlation between family functioning and problem behaviors. It is recommended that policymakers and educators place a high priority on the cultivation of internal psychological resources, such as emotional regulation and resilience, in preschool-aged children when designing interventions to address problem behaviors.
Background
The healthy development of preschool education requires the support of stable and high-quality preschool teachers. However, there are still many deficiencies in preschool teachers in China ...at present. For pre-service kindergarten teachers, it is very significant to improve their career adaptability and enter professional positions smoothly. Numerous studies have found the effect of professional identification on the career adaptability of pre-service kindergarten teachers, but few studies have explored the potential influencing mechanisms among variables. On the basis of previous studies, this study explores the chain mediating effect of teacher efficacy and self-leadership on the relationship between professional identification and career adaptability of pre-service kindergarten teachers.
Methods
Three hundred eighty-eight participants were recruited from two schools in Zhejiang Province. After screening, 377 questionnaires for pre-service kindergarten teachers were used for data analysis. The questionnaire included self-reported demographic information, professional identification, teacher efficacy, self-leadership, and career adaptability. We collected information on variables by using PISNS, TSE, RSLQ, and CFI, and analyzed the data using SPSS.
Results
(1) Professional identification and career adaptability have a significant positive correlation. (2) The influence of occupational identification on the career adaptability of pre-service kindergarten teachers was carried out in three different ways: professional identification → teacher efficacy → career adaptability, professional identification → self-leadership → career adaptability, and professional identification → teacher efficacy → self-leadership → career adaptability.
Conclusion
Teacher efficacy and self-leadership may mediate the relationship between professional identification and career adaptability of pre-service kindergarten teachers. This study highlighted the complexity of the link between preschool teachers’ professional identification and career adaptability. The paper also discussed the limitations and implications of this study.
Different subjects may express a specific expression in different ways due to inter-subject variabilities. In this work, besides training deep-learned facial expression feature (emotional feature), ...we also consider the influence of latent face identity feature such as the shape or appearance of face. We propose an identity and emotion joint learning approach with deep convolutional neural networks (CNNs) to enhance the performance of facial expression recognition (FER) tasks. First, we learn the emotion and identity features separately using two different CNNs with their corresponding training data. Second, we concatenate these two features together as a deep-learned Tandem Facial Expression (TFE) Feature and feed it to the subsequent fully connected layers to form a new model. Finally, we perform joint learning on the newly merged network using only the facial expression training data. Experimental results show that our proposed approach achieves 99.31 and 84.29 percent accuracy on the CK+ and the FER+ database, respectively, which outperforms the residual network baseline as well as many other state-of-the-art methods.
Background
A growing body of recent research has shown that parent–child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted ...predominantly in Western societies and focused mainly on mothers’ involvement in such activities.
Aims
This study aimed to examine both mother–child and father–child numeracy activities in Hong Kong Chinese families and both parents’ unique roles in predicting young Chinese children's mathematics ability.
Sample
A sample of 104 Hong Kong Chinese children aged approximately 5 years and their mothers and fathers participated in this study.
Methods
Mothers and fathers independently reported the frequency of their own numeracy activities with their children. Children were assessed individually using two measures of mathematical ability. Hierarchical regression models were used to investigate the contribution of parent–child numeracy activities to children's mathematical ability.
Results
Mothers’ participation in number skill activities and fathers’ participation in number game and application activities significantly predicted their children's mathematical performance even after controlling for background variables and children's language ability.
Conclusions
This study extends previous research with a sample of Chinese kindergarten children and shows that parent–child numeracy activities are related to young children's mathematical ability. The findings highlight the important roles that mothers and fathers play in their young children's mathematical learning.
The teacher-child relationship plays an important role in children’s future development. However, the existing research mainly focuses on the influence of preschool teachers’ external conditions on ...the teacher-student relationship, while the research on the influence of teachers’ internal psychological characteristics on the teacher-student relationship is relatively lacking. In this study, three hundred and seventeen preschool teachers were tested were tested with Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, Chinese Interpersonal Response Index, and Teacher-student Relationship Scale. The results showed that trait mindfulness positively predicted the quality of parent-teacher relationship (β = 0.173,
p
= 0.026). Emotional intelligence played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.118,
p
= 0.004), and empathy played a mediating role in trait mindfulness and teacher-child relationship quality (β = 0.112,
p
= 0.001). Meanwhile, emotional intelligence and empathy played a chain mediating role in trait mindfulness and parent-teacher relationship quality (β = 0.044,
p
= 0.038). On the one hand, this study enriches attachment theory. The conclusions of this study verify the diversity of proximal factors in attachment theory, and confirm the influence of teachers’ own characteristics and abilities on the teacher-child relationship quality. On the other hand, by exploring the factors affecting the teacher-child relationship quality, we can find ways to improve teacher-child relationship from a new perspective, and then provide some new methods and approaches for improving the quality of preschool teacher-child relationship.
Based on a sample of 109 Hong Kong nursery children aged approximately 3 years and their parents, this study investigated how Chinese parents contributed to their very young children's mathematics ...achievement and disentangled mothers' and fathers' roles. Fathers and mothers were asked to independently report the frequencies of their own engagement in a range of numeracy activities with their children. Children were tested individually on their numeracy competencies. The results showed that fathers reported higher frequencies of engagement in number game activities than mothers. Further, fathers' reported use of real‐life applications to teach number knowledge was a significant predictor of their children's number knowledge above and beyond the child's age, gender, parental education, and family income. More importantly, this predictive relation was independent of mothers' effects. The findings highlight the importance of paternal involvement for very young Chinese children's number learning. Practical implications are discussed.
Highlights
This study examines mother‐child and father‐child numeracy activities in relation to Chinese young children's number knowledge.
Fathers are involved in more number game activities with their children than were mothers.
Fathers' use of real‐life applications to teach number knowledge is a significant predictor of their children's number knowledge.
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