Kindergarten Teachers' strategies for dealing with emotional and behavioral difficulties in Young Children: A case study of Henan Province

Abstract

This study examines how kindergarten teachers in Henan Province, China, identify and manage emotional and behavioral problems (EBP) in early childhood education, with attention to urban-rural differences and contextual constraints. A qualitative design was employed using semi-structured interviews with 20 teachers and two focus group discussions involving teachers and parents from urban and rural kindergartens. Participants were selected through purposive sampling. Data were transcribed, translated, and analyzed using thematic analysis guided by social learning theory, ecological systems theory, and social-emotional learning (SEL). The study specifically explored teachers’ lived experiences, classroom practices, and perceptions regarding the effectiveness of intervention strategies within resource-diverse educational environments. It also examined how institutional conditions, cultural expectations, and home-school relationships shape teachers’ responses to children’s emotional and behavioral needs across different kindergarten settings. Four common forms of EBP were identified: emotional outbursts, inattention, social withdrawal, and control-seeking behaviors. Teachers reported three main strategies, contextual guidance, role construction, and emotional empathy, which were associated with improved classroom climate and children’s behavioral adjustment. However, implementation was constrained by large class sizes, limited professional training, weak home-school collaboration, and disparities in institutional support, particularly in rural settings. The results further revealed that many interventions depended heavily on teacher improvisation rather than structured institutional frameworks, resulting in inconsistencies in implementation and follow-up practices across schools. Urban teachers generally had greater access to training and instructional resources, whereas rural teachers relied more on experience-based and informal approaches to managing children’s behaviors.The results also highlight the need for structured SEL integration, enhanced teacher training, and stronger institutional and home-school support systems to ensure consistent and sustainable EBP management in early childhood education.