Few studies have explored the joint effects of stressors on early childhood education (ECE) teachers, and research often reduces teaching to mere mechanical work while overlooking its humanistic dimensions. This study examined the differential relationships between cumulative stress and newcomer adjustment under different levels of career calling. 1022 Chinese new ECE teachers with less than five years of experience participated in this study. Results showed that cumulative stress was negatively related to teachers’ newcomer adjustment (β = -0.13, p < 0.001). Importantly, career calling significantly buffered the detrimental effects of cumulative stress (β = 0.08, p < 0.01), with the negative relationship becoming non-significant at high levels of calling. Teachers exposed to both individual- and organizational-level stressors did not report significantly different adjustment outcomes than those facing stressors within a single level. These findings offer new insights into the work stress-performance mechanism by recognizing the buffering role of calling.

Understanding the factors that influence young children's social skills development is critical for fostering their long-term success. Recent studies have identified a positive association between parental labor education and children's social skills. However, few longitudinal studies have examined the underlying mechanisms of this relationship. To address this gap, we conducted a 6-month longitudinal study involving 247 preschool-aged children ( M = 60.59 months, SD = 5.97). After controlling for children's age, only-child status, and family socioeconomic status, the results demonstrated that parental labor education attitudes at Time 1 (T1) not only directly predicted children's social skills at Time 2 (T2) but also indirectly influenced them through the chain mediation of parental labor education behaviors (T1) and children's housework participation (T1). However, neither parental labor education behaviors (T1) nor children's housework participation (T1) alone significantly mediated the relationship between parental labor education attitudes (T1) and children's social skills (T2). These findings highlight the importance of cultivating positive parental attitudes and behaviors toward labor education. Additionally, actively engaging children in housework may further enhance their social skills development.

A nuanced understanding of the relationships between children's screen use and behavioral difficulties within the Chinese context is needed to guide their screen use. This study investigated bidirectional relationships between screen use and behavioral difficulties using a multi-dimensional measure of screen use (involving time, content, and contexts) and the moderating effects of parental mediation. Data were collected from a sample of 620 Chinese young children (aged 3-6, M-age = 3.97 years) across two measurement waves. The cross-lagged panel model results found that the predictive path from screen use to behavioral difficulties was not significant, while behavioral difficulties negatively predicted later screen use (beta = -0.12, 95 % CI = [-0.21, -0.06], p < 0.01). Moderation analysis showed that active mediation (discussing with children) helped ensure the benefits of proper screen access and content in reducing behavioral difficulties; restrictive mediation (setting rules) alleviated the negative relationship between behavioral difficulties and later screen access. These findings demonstrate the important protective roles of parental mediation, highlighting the need for both parents' active engagement in mediating children's screen use and support from educators and policymakers to promote effective parental mediation.

Conflicting results have existed in research on the relationship between screen exposure and behavior problems among preschoolers, so it is necessary to clarify the relationship and provide guidelines regulating their screen usage. Through searching and screening of literature, 48 independent samples from 43 quantitative studies are included in the meta-analysis, with 76,049 participants. The results show a weak positive correlation between screen exposure and behavior problems among preschoolers (r = 0.169). The findings show that preschoolers’ age and length of exposure have a significantly moderate effect on the relationship between screen exposure and behavior problems among preschoolers, while media types and study design do not. Additionally, a stronger correlation is observed between excessive screen exposure and behavior problems among preschoolers aged 0–3. Recommendations for the appropriate use of digital media among preschoolers and media education are also presented.

Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this gap, our study conducts a comparative analysis to identify key aspects and examine similarities and differences in national ECEC documents from China and Finland. Methodologically, we used a triangle of researchers from China and Finland. We employed qualitative content analysis to systematically identify, examine, and compare the key aspects in these two countries from the leading ECEC documents, i.e., the Chinese national ECEC guidelines and the Finnish ECEC national core curriculum. The findings reveal numerous similarities alongside notable differences. Both countries place a high value on ECEC, emphasizing principles that shape the learning environment and use diverse pedagogical methods. However, nuanced variations exist in the approaches. The Chinese documents feature more specific guidelines tailored to different age groups, accompanied by detailed pedagogical suggestions, while the Finnish national core curriculum offers general guidelines for all preschool age groups, complemented by the unique feature of individual development plans for each child. The findings have significant implications for policymakers, ECEC educators, and practitioners in international contexts. Future studies are needed to further explore the specific pedagogies in ECEC between these two nations and to analyze how the curriculum and educational guidelines are implemented in pedagogical practices.

Work-family conflict is prevalent in preschool teachers, which has increased the risk of turnover intention. However, the effect of work-family conflict on turnover intention may be different between beginning preschool teachers and experienced preschool teachers. The present study examined the mediating role of organisational commitment in the relationship between work-family conflict and turnover intention with a sample of 726 beginning preschool teachers and 603 experienced preschool teachers coming from China. Results indicated that (1) Chinese beginning preschool teachers' organisational commitment played a partial mediating role in the relationship between work-family conflict and turnover intention; (2) organisational commitment fully mediated the relationship between work-family conflict and turnover intention among Chinese experienced preschool teachers. These findings have important implications for devising interventions separately to reduce the turnover intention of beginning and experienced preschool teachers.

目的:探究亲子互动治疗在我国婴幼儿家庭中应用的可行性与有效性.方法:招募18组1～3岁婴幼儿家庭(实验组家庭9组、对照组家庭9组)参与本研究,其中实验组家庭参加为期12周的亲子互动指导.通过被试参与情况、对方案的接受情况等评估其可行性;通过亲子互动技能、父母教养效能、婴幼儿问题行为等指标评估其有效性.结果:在可行性上,实验组仅有1组家庭流失,其余家庭均能全程积极参与,对本土化调整后的指导方案接受良好,且活动满意度较高.在有效性上,经指导后,实验组家庭父母亲子互动技能提高,父母教养效能略有提升,婴幼儿问题行为降低.结论:亲子互动治疗在我国婴幼儿家庭中的应用具有可行性与有效性.

The Actor-Partner Interdependence Mediation Model was employed to examine the relationships among parental involvement, parenting self-efficacy, and children's school readiness. A total of 438 Chinese couples and their young children were recruited to participate in a two-wave longitudinal study over a 10-month period. The results indicated that the predictive effects of maternal involvement and paternal involvement on children's school readiness were not significant. However, parenting self-efficacy played an indirect role between parental involvement and children's school readiness. Specifically, maternal involvement positively affected children's school readiness via an indirect association with maternal and paternal parenting self-efficacy. The positive impact of paternal involvement on children's school readiness only occurred indirectly through their own parenting self-efficacy. The results revealed differences and interdependence of mothers and fathers in the parenting process. Our findings also highlighted several potential avenues for interventions for promoting school readiness among young children, including interventions focused on parental involvement and parenting self-efficacy.

Screen exposure concerns to the healthy growth of children,thus the relationship between screen exposure and problem behaviors has attracted researchers’ attention.Based on the existing studies,the article discovers that the current research on screen exposure is expanding,and screen exposure has developed from a single concept which merely relates to time gradually into a comprehensive concept with multiple dimensions that include time,content and context.The two-way causal relationship between screen exposure and problem behaviors has been gradually confirmed:the longer the exposure time is,the more frequently the inappropriate content is exposed,and the lack of parental supervision or participation,the higher the risk of causing problem behaviors;The higher the level of problem behavior,the longer the exposure time,and the more frequent the exposure to violent content.In order to protect children’s behavior development,parents should supervise the exposure time and content,and participate in the discussion of media content.Future research can continue to explore the twoway relationship based on the multi-dimensional concept of screen exposure.

采用比较研究法,选取美国蓝思分级阅读体系、美国A—Z分级法、英国品牌分级阅读读物"牛津阅读树"、英国国家阅读分级系统4个项目,对其分级标准、分级方式进行对比分析,并梳理其优势和不足.在此基础上,总结概括国际儿童分级阅读标准对我国分级阅读实践的启示.在研制分级标准时,要树立科学的图书分级理念,关注儿童阅读能力的个体差异;要认真解读国家课程标准,并以此作为图书分级的理论依据.在分级方式上,需兼顾文本的主观和客观因素以及儿童自身的特点;注重文本与读者能力分级在实践过程中的结合;调动多方主体共同协作,保证分级阅读标准的科学性和适宜性.

本研究以东、中、西部5个省份402名园长为研究对象,调查幼儿园入学准备工作的现状与需求.结果显示:幼儿园在环境创设、师资保障、课程组织方面的入学准备工作质量较高,但在合作交流方面较为薄弱;东部幼儿园在环境创设、师资保障、课程组织三方面的入学准备工作质量显著高于中部和西部幼儿园,城市幼儿园在这三方面的入学准备工作质量显著高于乡村幼儿园;具有学前教育专业背景的园长所在幼儿园师资保障和课程组织方面的入学准备工作质量显著高于非学前教育专业背景园长所在的幼儿园.幼儿园对专家指导的需求最为迫切,同时也希望能和小学相互沟通与支持,家长能理解与配合,教育主管部门能提供进一步政策支持.

The present study examined whether the home learning environment was longitudinally associated with children's language and cognitive development, and whether child effortful control moderated this association during the preschool years. Three hundred twenty-six Chinese parent-child dyads (at baseline, Mage = 63.36 months, SD = 9.87) were included in this 10-month follow-up study. Data were acquired from multiple sources, comprising paternal reports, maternal reports, and standardized tasks. Results revealed that the home learning environment positively predicted preschool-aged children's language and cognitive development. Interestingly, this association was significant among children with lower effortful control but not with higher effortful control. The findings supported the differential susceptibility model by showing that children with low effortful control benefited more from early experience when parents provided sufficient language and cognitive stimulation at home. These suggest that providing a high-quality home learning environment may be a feasible target for interventions aimed at improving the development of children with low effortful control. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Objectives Mindful parenting interventions have shown to be positively associated with mental health of both parents and children in clinical settings. However, there is limited research on the links between mindful parenting and parents’ and children’s social-emotional well-being in community samples. The current study aimed to explore the mutual role of mindful parenting on parents’ subjective well-being and children’s emotional regulation in a community sample. We also sought to further examine the mediating role of perceived parenting daily hassles to explain these relationships in a sample of parents with healthy preschoolers. Methods Four hundred and ninety-four parents of preschool children (58.3% boys; the mean age = 5.08, SD = 1.15) completed questionnaires assessing mindful parenting, parenting daily hassles, overall life satisfaction, positive and negative feelings, and their children’s emotional regulation. Results We found that mindful parenting was related to higher levels of parents’ overall subjective well-being and children’s emotional regulation and lower levels of perceived parenting daily hassles. A decrease in perceived parenting daily hassles may serve as an explanation for the associations between mindful parenting and parents’ subjective well-being and children’s emotional regulation. Conclusions This research helped us better understand the associations of mindful parenting with parents’ subjective well-being and children’s emotional regulation through perceived parenting daily hassles among community samples.

以社区为依托开展公共托育服务是发达国家促进国民婚育、降低少子化冲击的重要途径之一.美国、英国、澳大利亚等发达国家作为以社区为基础开展公共托育服务的先行地区,在政策支持、制度保障、标准设置、服务内容和服务性质等方面积累了丰富的经验,为我国在三孩政策背景下推进社区公共托育服务体系的建设提供了有益借鉴.具体包括:完善顶层设计,建立公共托育服务体系的管理体制;建立行业标准,创建公共托育服务标准监管体系;提供财政保障,明确社区托育服务的公共服务属性;利用社区资源,丰富社区公共托育服务的形式;政府与社会协同,共同构建多元化、多层次的社区公共托育服务体系等.

Although developmental trajectories of anxiety have begun to be explored, most research has focused on total anxiety symptom scores in middle childhood and adolescence. Little is known about the developmental trajectories of specific anxiety symptoms in early childhood. This three-wave longitudinal study investigated (1) the developmental trajectories of four specific anxiety symptoms (separation anxiety, special fear, social anxiety, and generalized anxiety) during early childhood, and (2) the association between maternal anxious rearing behaviors and these four specific anxiety symptoms concurrently and over time. Mothers of 105 Chinese children completed the Preschool Anxiety Scale (PAS) and the “Egna Minnen Beträffande Uppfostran” for parents (EMBU-P) to report their child’s anxiety symptoms and their own anxious rearing behaviors when their child was 2–4, 3–5, and 6–7 years old. The results of latent growth curve modelling (LGCM) showed that participating children exhibited a slight linear decrease in special fear and social anxiety across three time points, whereas the trajectories of separation anxiety and generalized anxiety remained stable. Maternal anxious rearing behaviors were significant and positively related to children’s separation anxiety at T3 and specific fear at T1 and T2 but unrelated to social anxiety and generalized anxiety at any time points. These findings help us better understand how various types of anxiety problems develop in early life and isolate the risk factors (e.g., maternal anxious rearing behaviors) contributing to the emergence and continuity of anxiety problems as early as possible.

Despite recent studies on parents' worries and children's anxiety, little is known about the mechanisms linking parental worry to childhood anxiety. In a nonclinical sample of 302 preschool children and both parents from Chinese two-parent families, this 1-year longitudinal study examined how maternal and paternal worry predict child anxiety through the mediating role of maternal and paternal anxious rearing behaviors. Structural equation modeling revealed that after controlling for child anxiety (T1): (a) maternal worry (T1) significantly and positively predicted child anxiety (T2) through maternal anxious rearing behaviors (T1), but not through paternal anxious rearing behaviors (T1); and (b) paternal worry (T1) significantly and positively predicted child anxiety (T2) through maternal anxious rearing behaviors (T1), but not through paternal anxious rearing behaviors (T1). These findings suggest that both maternal and paternal worry are related to maternal anxious rearing behaviors, which increase child anxiety. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Chinese parents tend to exhibit a high level of worry about their children during the preschool years, which may adversely influence children's mental health. Few studies have investigated the content and intensity of parental worry about children among Chinese parents of preschool children. This study developed and validated the Parental Worry About Children Scale (PWCS) for Chinese parents of preschool children. A pool of 70 items was created after an open-ended questionnaire survey of 1069 Chinese parents of preschool children and an Internet-content analysis, followed by an assessment for content validity by eight experts. Exploratory factor analysis was then conducted with 680 Chinese parents of preschool children, resulting in the formal PWCS consisting of 40 items in four dimensions: physical well-being, psychological well-being, learning/living abilities, and future/uncertain risks. With a sample of 1548 Chinese parents of preschool children, the PWCS demonstrated good structural validity, internal consistency reliability, measure invariance across mothers and fathers, and criterion-related validity. The PWCS may help elucidate the characteristics and antecedents of parental worry about children and the mechanisms underlying its influence on children's mental health in the Chinese context. In clinical practice, this new instrument may facilitate the emergence of effective intervention strategies for alleviating parental worry about children and its negative impact on children's mental health.

以783名教龄3年以内的幼儿园新教师为被试,采用问卷法考察入职适应和工作满意度在新教师学历与离职意向之间的中介作用.结果 表明:工作满意度在幼儿园新教师学历与离职意向的关系中具有正向独立中介作用;入职适应、工作满意度在幼儿园新教师学历与离职意向的关系中具有负向链式中介作用.这些结果说明,良好的入职适应是提高幼儿园高学历新教师工作满意度、降低其离职意向的关键因素.

目的:探究目前我国家庭普遍存在的共同养育模式中祖辈-父辈共同养育关系与幼儿气质的纵向关系.方法:采用共同养育关系量表和幼儿行为量表对广州、西安的428名幼儿及其家庭进行为期10个月的追踪研究,使用交叉滞后模型对数据进行分析.结果:(1)两次调查的祖辈-父辈共同养育关系各维度和幼儿气质各维度之间大多存在显著相关;(2)在控制了变量自身的稳定性后,由消极情绪和努力控制构成的幼儿气质显著正向预测10个月后的祖辈-父辈共同养育关系;但祖辈-父辈共同养育关系不能显著预测10个月后的幼儿气质.结论:幼儿气质在一段时间内相对稳定,低消极情绪高努力控制的幼儿气质能够促进积极的祖辈-父辈共同养育关系的形成和发展.

Research Findings: Work-to-family conflict is prevalent in preschool teachers, which has increased their risk of emotional exhaustion. To help preschool teachers deal with work-to-family conflict and avoid emotional exhaustion, this study examined the relation between work-to-family conflict and emotional exhaustion and the buffering roles of three components of organizational commitment (i.e. affective commitment, normative commitment, and continuance commitment) with a sample of 495 beginning preschool teachers and 449 experienced preschool teachers coming from China. Results showed that (1) work-to-family conflict significantly and positively related to emotional exhaustion in both beginning and experienced preschool teachers; (2) continuance commitment buffered the relation between work-to-family conflict and emotional exhaustion in both beginning and experienced preschool teachers; (3) the buffering effect of affective commitment was only significant in experienced preschool teachers; (4) the buffering effect of normative commitment was not observed in both groups of teachers. Practice or Policy: These findings suggest education administrators to reduce preschool teachers' work-to-family conflict and improve their organizational commitment simultaneously, thereby alleviating their emotional exhaustion.