The Multiple Influences of Preschool Teachers’ Comprehensive Quality on Young Children’s Physical and Mental Development
Author: Marcus Jerome Bennetta, Carlos Alberto Ruizb, Ethan Thomas Halec, Luis M. Gonzalezd
Corresponding Author : Marcus Jerome Bennett. E-mail: marcus.bennett@ku.edu.us
a Keystone University, 415 Research Boulevard, Pittsburgh, 15213, United States
b National Autonomous University of Mexico, 3000 Universidad Avenue, Mexico City, 04510, Mexico
c Keystone University, 415 Research Boulevard, Pittsburgh, 15213, United States
d University of Puerto Rico-Río Piedras, 100 University Drive, San Juan, 00925, Puerto Rico
Journal Metadata: American International Journal of Social & Economic Research, Vol.1, Issue 1, Pages 49–58, 2026
Abstract
3–6 years old is the critical stage of children’s physical and psychological growth, and preschool teachers form the core non-family interactive environment. The expansion of preschool education leads to uneven teacher literacy in grassroots kindergartens. Most studies only analyze single teacher ability dimension. Combining ecological systems and developmental psychology theories, this paper sorts 112 domestic and foreign literatures, constructs a four-dimensional teacher quality system and multi-stakeholder optimization paths.
Keywords: preschool teachers; comprehensive quality; children’s physical and mental development; ecological systems theory
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© 2026 Marcus Jerome Bennett. This article is distributed under the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium,
provided appropriate credit to the original author and source is given.