Abstract
The increasing number of bilingual/ international kindergartens in China, which had experienced rapid expansion, has reached a stable level. This can be attributed to various factors, including China's open-door policy and the current trends in the birth rate. Simultaneously, Chinese and foreign kindergarten educators operating in multicultural environments must confront the demands of enhancing their professional competencies and the obstacles presented by the constantly changing outside environment. Hence, this study focuses on the pedagogical well-being of cross-cultural early childhood teachers in China while collaborating.
Using a semi-structured interview approach and a conceptual framework inspired by «PERMA», «multicultural competency» and «ecological theory», the research involved eight teachers working at the same bilingual kindergarten. Findings indicate that their pedagogical well-being is influenced by psychological and multicultural competencies, as well as the broader environment. Reflection emerged as a key component in fostering well-being.
The study addresses nationality-based discrimination, female developmental characteristics, and additional insights on well-being and personal growth, contributing to understanding cross-cultural educators' experiences in China.
Keywords: Early Childhood, pedagogical well-being, cross-cultural collaboration, PERMA, bilingual kindergartens, multicultural competence, ecological theory