# A Crisscrossing Competency Framework for Family–Preschool Partnerships: Perspectives from Chinese Kindergarten Teachers

## TL;DR

This study identifies key competencies for Chinese preschool teachers to effectively collaborate with families, leading to a framework for training and evaluation.

## Contribution

A novel crisscrossing competency framework for family-preschool partnerships is developed based on teacher interviews and statistical analysis.

## Key findings

- A four-quadrant framework distinguishes high-performance and general traits in family-preschool partnerships.
- Communication, expression, and relationship management are critical for effective FPP.
- Child orientation is an intrinsic quality that should be nurtured throughout a teacher's career.

## Abstract

The promotion of enhanced well-being among children and collaboration among families, schools, and communities is paramount and is a pressing concern in the global education sector. This necessitates that preschool teachers possess the necessary competencies for effective family-preschool partnerships (FPPs). This study explored the competencies necessary for Chinese kindergarten teachers to engage in FPP using behavioral event interviews with 30 participants. Thematic analysis identified key competency traits, and independent samples t-tests with Bonferroni correction compared collaboration competencies between outstanding and typical teachers, as well as across different career stages. Consequently, a comprehensive crisscrossing competency framework consisting of four quadrants was developed. This framework distinguishes between high-performance and general traits, as well as between stable and variable traits that may evolve across career stages. High-performance traits such as communication, expression, and relationship management should be prioritized in the training and recruitment of early childhood educators involved in FPP. In contrast, intrinsic qualities that foster successful FPP, such as child orientation, should be cultivated early and sustained throughout a teacher’s career. From a developmental perspective, this framework provides a crucial foundation for evaluating and training kindergarten teachers in the competencies essential for fostering effective FPP.