Faculty of Education, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing 100875, China.
Int J Environ Res Public Health. 2022 Dec 14;19(24):16785. doi: 10.3390/ijerph192416785.
Children's readjustment to preschool following long-term school closures during the COVID-19 pandemic merits special attention. This study examined children's preschool readjustment using a survey of 1008 teachers in a high-risk region and 1399 teachers in a fluctuating-risk region of China. Results found are as follows. (1) children's preschool readjustment was at a medium level after the long-term school closures. However, children's preschool readjustment scores in the fluctuating-risk region were significantly lower than those in the high-risk region. (2) Children in both regions were divided into four profiles based on their preschool readjustment: low-level, middle-level, upper-middle-level, and high-level groups. (3) Preschool transition practices and teachers' turnover intention are common factors relating to preschool readjustment in both regions. Teachers' professional development support impacted children's preschool readjustment only in the high-risk region. The findings inform the design of targeted interventions to help children readjust to preschool across different risk regions.
儿童在新冠疫情长期停课后重新适应学前教育值得特别关注。本研究采用问卷调查法，对中国高风险地区的 1008 名教师和波动风险地区的 1399 名教师进行了调查，以了解儿童的学前适应情况。结果发现：（1）长期停课后，儿童的学前适应处于中等水平，但波动风险地区儿童的学前适应得分显著低于高风险地区。（2）根据学前适应情况，两个地区的儿童分为四个组别：低水平组、中等水平组、中上水平组和高水平组。（3）学前过渡实践和教师离职意向是两个地区儿童学前适应的共同因素。教师专业发展支持仅对高风险地区的儿童学前适应有影响。这些发现为设计有针对性的干预措施提供了信息，以帮助不同风险地区的儿童适应学前教育。
