ArticleFrontiers in psychology2025
The relationship between home-kindergarten-community collaboration and socioemotional competence among Chinese preschoolers: the chain mediating roles of principals' transformational leadership and teachers' socioemotional competence.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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1 citing paper in PubMed.
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Authors and funding
3 authors.
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Abstract
Objective: This study sought to investigate the impact of home-kindergarten-community collaboration on children's socioemotional competence and its underlying mechanisms. Methods: To this end, an online questionnaire was administered to 4,780 kindergarten teachers in Guangdong and Yunnan Provinces. The survey solicited their perceptions regarding the current status of home-kindergarten-community collaboration and their assessments of the director's transformational leadership. Additionally, the developmental levels of children's and teachers' socioemotional competence were assessed through teacher reports. Results: The findings showed substantial disparities in the development of children's socioemotional competence based on gender, age, and geographical location. Additionally, notable variations existed among different kindergarten types in terms of home-community collaboration, directors' transformational leadership, and children's socioemotional competence. Furthermore, substantial positive correlations were identified between home-kindergarten-community collaboration and children's socioemotional competence and between directors' transformational leadership and teachers' socioemotional competence. Specifically, home-kindergarten-community collaboration indirectly promotes the development of children's socioemotional competence through principals' transformational leadership and teachers' socioemotional competence. Conclusion: Kindergarten principals and teachers should fortify their central roles to foster collaboration between the home and society. They must meticulously create nurturing physical environments and establish comprehensive emotional support systems to ensure the optimal development of children's socioemotional competence.
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