ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1647323
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
Provisionally accepted
- Yunnan Normal University Faculty of Education, Kunming, China
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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. Conclusions: 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.
Keywords: home-kindergarten-community collaboration, preschoolers'socioemotional competence, Principals' transformational leadership, teachers'socioemotional competence, Socioemotional competence
Received: 15 Jun 2025; Accepted: 26 Aug 2025.
Copyright: © 2025 Sun, Feng and Xiao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Liangyong Xiao, Yunnan Normal University Faculty of Education, Kunming, China
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