Constructing an Integrated Model for Psychological and Emotional Health Education in Higher Vocational Preschool Teacher Training
Beijun NiAbstract
Objective
This study aims to construct and validate a psychological and emotional health education model for preschool education majors in higher vocational colleges, integrating mental health support with professional training through collaborative mechanisms. The model seeks to enhance students’ psychological resilience, emotional competence, and professional readiness in the context of high-quality development.
Subjects and Methods
A mixed-methods approach was employed over an 18-month period, involving 280 students, 35 educators, and 15 industry mentors from preschool institutions. The study included needs assessment surveys, participatory curriculum co-design workshops, and implementation of integrated mental health modules. Data were collected using psychological scales (e.g., Emotional Intelligence Inventory, Teacher Self-Efficacy Scale), reflective journals, and focus group interviews. Quantitative and qualitative analyses were conducted to evaluate model effectiveness.
Results
The integrated education model significantly improved students’ emotional regulation capacity (35% increase, p < 0.01) and teaching self-efficacy (40% enhancement, p < 0.001). Collaborative activities between colleges and preschool institutions strengthened students’ professional identity and reduced internship-related anxiety by 30%. Qualitative findings highlighted the importance of mentorship and context-based emotional skill training in supporting psychological well-being.
Conclusions
The “integrated education and collaborative development” model effectively promotes psychological and emotional health among preschool education majors, contributing to their holistic development and professional competence. This approach offers a replicable framework for higher vocational education to support student well-being and align with high-quality development goals in teacher training.
Corresponding Author
Beijun Ni, Nantong Normal College, Nantong, Jiangsu, 226001, China.