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<p>The relationship between kindergarten educators’ views of child-centered perspectives and their curriculum competence is foundational for strengthening kindergarten educators’ professional identity and promoting high-quality educational outcomes. This study examines how kindergarten educators’ views of child-centered perspectives relate to their curriculum competence, with a particular focus on the mediating role of self-efficacy. Using a sample of 2,363 kindergarten educators in China, structural equation modeling revealed that self-efficacy partially mediated the relationship of kindergarten educators’ child-centered perspectives on their curriculum competence. Specifically, both child-centered perspectives and self-efficacy independently and positively predicted curriculum competence, with self-efficacy further amplifying this relationship. These findings underscore the need to integrate child-centered principles into kindergarten educators’ training frameworks and emphasize strategies for enhancing kindergarten educators’ self-efficacy. Practical implications call for systemic support, including professional development programs, feedback mechanisms, and institutional policies that align pedagogical practices with child-centered philosophies to strengthen kindergarten educators’ professional identity and educational outcomes. The relationship between kindergarten educators’ child-centered perspective and their curriculum competence: The mediating role of self-efficacy.</p>

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The Effect of Kindergarten Teachers’ Child-Centered Perspective on Curriculum Competence: The Mediating Role of Self-Efficacy

  • 期刊论文

  • 发表日期：

    2025年8月19日

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  • Li Zeng,
  • Yuqi Gui,
  • Shuang Wang

摘要

The relationship between kindergarten educators’ views of child-centered perspectives and their curriculum competence is foundational for strengthening kindergarten educators’ professional identity and promoting high-quality educational outcomes. This study examines how kindergarten educators’ views of child-centered perspectives relate to their curriculum competence, with a particular focus on the mediating role of self-efficacy. Using a sample of 2,363 kindergarten educators in China, structural equation modeling revealed that self-efficacy partially mediated the relationship of kindergarten educators’ child-centered perspectives on their curriculum competence. Specifically, both child-centered perspectives and self-efficacy independently and positively predicted curriculum competence, with self-efficacy further amplifying this relationship. These findings underscore the need to integrate child-centered principles into kindergarten educators’ training frameworks and emphasize strategies for enhancing kindergarten educators’ self-efficacy. Practical implications call for systemic support, including professional development programs, feedback mechanisms, and institutional policies that align pedagogical practices with child-centered philosophies to strengthen kindergarten educators’ professional identity and educational outcomes. The relationship between kindergarten educators’ child-centered perspective and their curriculum competence: The mediating role of self-efficacy.