Chinese Early Childhood Educators’ Social-Emotional Competence: A Qualitative Study to Explore Perceptions and Occupational Drivers

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Social-Emotional Learning in Early Childhood Education (Table 7)

Abstract

This study focuses on the social-emotional competence (SEC) of Chinese early childhood educators (ECEs), exploring their unique perceptions and occupational drivers through a qualitative lens. Prior research predominantly centers on Western contexts, neglecting the cultural nuances in the Chinese setting, where SEC attributes like emotional regulation are prioritized differently compared to individualistic societies. Semi-structured interviews were conducted with 40 ECEs across 34 regions. Thematic content analysis revealing culturally-specific interpretations and the influence of job demands and resources on SEC. The findings identifying Chinese ECEs’ unique perceptions of SEC and its occupational drivers, emphasizing the need for culturally tailored professional development and policy interventions to enhance ECEs’ SEC, demonstrating the importance of qualitative research in exploring these culturally sensitive areas.

Authors

• YU XU, The Education University of Hong Kong

• Shiqi Qiu, The Education University of Hong Kong

• Jianbin Li, The Education University of Hong Kong