A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers
The promotion of enhanced well-being among children and collaboration among families, schools, and communities is paramount and is a pressing concern in the global education sector. This necessitates that preschool teachers possess the necessary competencies for effective family-preschool partnershi...
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| Language: | English |
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MDPI AG
2025-05-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/15/5/694 |
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| author | Pan Jiang Xuhong Song Qin Wang Xiaomeng Wang Fangbin Chen Dongbo Tu |
| author_facet | Pan Jiang Xuhong Song Qin Wang Xiaomeng Wang Fangbin Chen Dongbo Tu |
| author_sort | Pan Jiang |
| collection | DOAJ |
| description | The promotion of enhanced well-being among children and collaboration among families, schools, and communities is paramount and is a pressing concern in the global education sector. This necessitates that preschool teachers possess the necessary competencies for effective family-preschool partnerships (FPPs). This study explored the competencies necessary for Chinese kindergarten teachers to engage in FPP using behavioral event interviews with 30 participants. Thematic analysis identified key competency traits, and independent samples t-tests with Bonferroni correction compared collaboration competencies between outstanding and typical teachers, as well as across different career stages. Consequently, a comprehensive crisscrossing competency framework consisting of four quadrants was developed. This framework distinguishes between high-performance and general traits, as well as between stable and variable traits that may evolve across career stages. High-performance traits such as communication, expression, and relationship management should be prioritized in the training and recruitment of early childhood educators involved in FPP. In contrast, intrinsic qualities that foster successful FPP, such as child orientation, should be cultivated early and sustained throughout a teacher’s career. From a developmental perspective, this framework provides a crucial foundation for evaluating and training kindergarten teachers in the competencies essential for fostering effective FPP. |
| format | Article |
| id | doaj-art-cf11ed65d5d94a9a88d5fccc7cf262f0 |
| institution | Kabale University |
| issn | 2076-328X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-cf11ed65d5d94a9a88d5fccc7cf262f02025-08-20T03:47:48ZengMDPI AGBehavioral Sciences2076-328X2025-05-0115569410.3390/bs15050694A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten TeachersPan Jiang0Xuhong Song1Qin Wang2Xiaomeng Wang3Fangbin Chen4Dongbo Tu5Jiangxi Normal University, Nanchang 330022, ChinaStudent Affairs Office, Jiangxi College of Foreign Studies (Yaohu Campus), Nanchang 330099, ChinaJiangxi Normal University, Nanchang 330022, ChinaJiangxi Normal University, Nanchang 330022, ChinaJiangxi Normal University, Nanchang 330022, ChinaJiangxi Normal University, Nanchang 330022, ChinaThe promotion of enhanced well-being among children and collaboration among families, schools, and communities is paramount and is a pressing concern in the global education sector. This necessitates that preschool teachers possess the necessary competencies for effective family-preschool partnerships (FPPs). This study explored the competencies necessary for Chinese kindergarten teachers to engage in FPP using behavioral event interviews with 30 participants. Thematic analysis identified key competency traits, and independent samples t-tests with Bonferroni correction compared collaboration competencies between outstanding and typical teachers, as well as across different career stages. Consequently, a comprehensive crisscrossing competency framework consisting of four quadrants was developed. This framework distinguishes between high-performance and general traits, as well as between stable and variable traits that may evolve across career stages. High-performance traits such as communication, expression, and relationship management should be prioritized in the training and recruitment of early childhood educators involved in FPP. In contrast, intrinsic qualities that foster successful FPP, such as child orientation, should be cultivated early and sustained throughout a teacher’s career. From a developmental perspective, this framework provides a crucial foundation for evaluating and training kindergarten teachers in the competencies essential for fostering effective FPP.https://www.mdpi.com/2076-328X/15/5/694family–preschool partnerships (FPPs)crisscrossing competency frameworkbehavioral event interviewkindergarten teacher |
| spellingShingle | Pan Jiang Xuhong Song Qin Wang Xiaomeng Wang Fangbin Chen Dongbo Tu A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers Behavioral Sciences family–preschool partnerships (FPPs) crisscrossing competency framework behavioral event interview kindergarten teacher |
| title | A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers |
| title_full | A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers |
| title_fullStr | A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers |
| title_full_unstemmed | A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers |
| title_short | A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers |
| title_sort | crisscrossing competency framework for family preschool partnerships perspectives from chinese kindergarten teachers |
| topic | family–preschool partnerships (FPPs) crisscrossing competency framework behavioral event interview kindergarten teacher |
| url | https://www.mdpi.com/2076-328X/15/5/694 |
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