Although numerous studies have found that maternal anxiety is a risk factor for the development of children’s problem behaviors, and there is a possible role of genes in the association between the two. And anxious mothers caring for their children can also affect the development of children’s problem behaviors. However, there is also considerable evidence from studies that refute this view. This study used a meta-analysis to explore the relationship between maternal anxiety and preschool children’s problem behaviors. Through literature retrieval and selection, in terms of the criteria for inclusion in the meta-analysis, 88 independent effect sizes (34 studies, 295,032 participants) were picked out as meta-analysis units. The test for heterogeneity illustrated that there was significant heterogeneity in 88 independent effect sizes, while the random effects model was an appropriate model for the subsequent meta-analysis. The publication bias test indicated that the impact of publication bias was modest but the major findings remained valid. In addition, in terms of the tentative review analysis and research hypotheses, the random effects model was used as a meta-analysis model. The research revealed that maternal anxiety was significantly positively correlated with preschool children’s internalizing problem behaviors, externalizing problem behaviors, and overall problem behaviors. The moderating effect analysis showed that region and gender of the child affected the relationship between maternal anxiety and children’s internalizing problem behaviors and externalizing problem behaviors, and region, child’s age and gender, mother’s age, and education level affected maternal anxiety and preschool children’s problems behavioral relationship. Hence, these results affirmed the role of maternal anxiety and emphasized the need to pay attention to the demographic characteristics and cultural background of the subjects during the research process and consider the generalizability of the conclusions under different circumstances.

Purpose: The occupational well-being of early childhood teachers, as a crucial measure of the stability of the early childhood workforce, is increasingly becoming a core topic of interest within the education system. Work-related stressors, particularly work–family conflict, have drawn significant attention for their impact on the occupational well-being of early childhood teachers, becoming a prominent issue in the education field. However, current research rarely explores the relationship between these factors and the underlying mechanisms involved. Therefore, this study aims to investigate the relationship between work–family conflict and the occupational well-being of early childhood teachers and the mediating role of psychological empowerment and job crafting.Methods: This study conducted a survey involving 1,200 early childhood teachers from Guangdong Province, China, using personal information forms and four scales. The collected data were processed and analyzed using SPSS 27.0.Results: Work–family conflict showed a significant negative correlation with early childhood teacher’s occupational well-being (β = −0.268, p < 0.001). Psychological empowerment (indirect effect size = −0.049) and job crafting (indirect effect size = −0.019) partially mediated the relationship between work–family conflict and occupational well-being. Furthermore, psychological empowerment and job crafting played a chain mediating role between work–family conflict and occupational well-being (indirect effect size = −0.036).Conclusion: This study reveals the underlying mechanisms by which work–family conflict affects early childhood teachers’ occupational well-being. The findings demonstrate that work–family conflict has a direct and negative impact on the occupational well-being of early childhood teachers. Psychological empowerment and job crafting both partially mediate the relationship between work–family conflict and occupational well-being among early childhood teachers, and they also function in a serial mediating role within this association. The study provides crucial evidence supporting the significant impact of work-related stressors on early childhood teachers’ occupational well-being, serving as a reference for policymakers and educators in developing interventions targeting occupational well-being.

Objective: This study examines the relationship between maternal psychological aggression (PA) and preschoolers’ problem behaviors (PB), focusing on the mediating roles of psychological resilience (PR) and self-control (SC), and gender differences. Methods: Mothers of 1141 preschoolers (52.9% boys, 47.1% girls; M_age = 4.26, SD = 0.85) participated in three waves of a longitudinal survey, each two months apart. Mothers participating in this study reported basic demographic information and PA at T1. PR and SC were reported at T2. PB of preschoolers was reported at T3. Path analysis models were employed to ascertain the relationship between PA and PB, as well as the mediating roles of PR and SC. Multiple group analyses were employed to ascertain the moderating role of gender. Results: Maternal PA (T1) was positively associated with preschoolers’ PB (T3) (β=0.220, p< 0.001). PR (T2) and SC (T2) independently and sequentially mediated the relationship between maternal PA (T1) and preschoolers’ PB (T3). Maternal PA (T1) was negatively associated with preschoolers’ PR (T2) only in boys (β =− 0.155, p< 0.001), not in girls (β =− 0.030, p> 0.05). Conclusion: This study reveals the impact and underlying mechanisms of maternal PA on preschoolers’ PB and highlights gender differences. These findings underscore the importance of protective factors in fostering positive adaptive behaviors in children subjected to maternal PA. Interventions should focus on preventing maternal PA and enhancing children’s PR and SC, particularly in boys, to promote healthy and positive behaviors.

First aid training for early childhood educators is crucial due to the inherent vulnerability of young children to accidents and injuries. This review examines the knowledge and training of first aid skills among early childhood educators globally, with a specific focus on China. The literature search covered publications from 2009 to 2024, using databases, such as PubMed, Google Scholar, ERIC, Web of Science, and China National Knowledge Infrastructure. Keywords and phrases used in the search included “first aid training,” “early childhood educators,” “emergency preparedness,” “childcare safety,” and “first aid knowledge.” The review identifies gaps and challenges in existing training programs and proposes strategies for improvement. Developed countries have well-established first aid training protocols, while many developing countries face significant challenges, including limited resources and lack of standardized programs. In China, significant challenges remain, such as fragmented training programs and insufficient ongoing professional development. Government policies acknowledge the need for first aid training, yet implementation is often inconsistent. Addressing these issues requires standardized training programs, equitable resource allocation, and continuous professional development. This review provides a roadmap for meaningful improvements, emphasizing the need for collaborative efforts from policymakers, educational institutions, and stakeholders to create a consistent and effective approach to first aid training. Despite the recognized importance of first aid training, there is a notable scarcity of research on the knowledge and skills of early childhood educators in both domestic and global contexts. This review aims to address this research gap by conducting a comprehensive analysis of existing literature on the subject.

Introduction: This study investigates the heterogeneity in kindergarten teachers’ perceptions of organizational climate and its impact on job burnout. Guided by the AGIL model from social systems theory and the Job Demands-Resources (JD-R) model, it addresses the need to move beyond variable-centered approaches to understand how distinct climate profiles are associated with teacher well-being. Methods: A person-centered latent profile analysis (LPA) was employed. A sample of 1,008 kindergarten teachers from China completed measures assessing organizational climate and burnout. The analysis aimed to identify distinct climate profiles and examine their relationships with demographic variables (kindergarten type, assessment level, teaching experience) and the three dimensions of burnout (emotional exhaustion, depersonalization, reduced personal accomplishment). Results: The LPA revealed five distinct organizational climate profiles: Controlled, Moderate, Indifferent, Positive, and Authoritative. Profile membership was significantly predicted by kindergarten assessment level and teachers’ years of experience, but not by kindergarten type. Crucially, the profiles differed significantly across all burnout dimensions. Teachers in Positive climates reported the lowest burnout levels, whereas those in Controlled and Indifferent climates experienced the highest. Discussion: The findings underscore the structural diversity of organizational climates in early childhood settings and their profound psychological consequences. This study validates the application of social systems theory and the JD-R model in this context, revealing how different configurations of job demands and resources shape teacher well-being. The results provide a theoretical lens for understanding educational organizations and offer practical implications for developing tailored, climate-specific intervention strategies to mitigate burnout and support sustainable professional development.