Aim: This research aims to explore the health knowledge mastery of preschool teachers in Chongqing.
Methods: A cross-sectional questionnaire survey of preschool teachers in Chongqing was conducted by random sampling. A total of 399 preschool teachers were included in this research. Multiple linear regression analysis was conducted to explore the influencing factors on preschool teachers’ mastery of preschool child health knowledge.
Results: This research found that the average score of preschool teacher’s knowledge of preschool children was only 34.01± 0.78, and the accuracy of the knowledge points of continuous short-distance eye use time was the lowest, at less than 5%. The conducting of eye exercises by the kindergarten and the scores of preschool teachers were negatively correlated (β=− 0.257, p< 0.001); the score of health knowledge of preschool teachers of the kindergarten whose screen time met the standard was lower (β=− 0.113, p=0.017); whether the time and frequency for outdoor activities of the kindergarten met the standards and the health knowledge score of preschool teachers was positively correlated (β=0.130, p< 0.001 vs β=0.163, p< 0.001). Male preschool teachers and teachers overweight according to BMI had higher scores for preschool health knowledge (β=− 0.114, p=0.016 vs β=0.099, p=0.034).
Conclusion: Preschool teachers in Chongqing had a poor grasp of knowledge regarding preschool children’s health, and in particular, knowledge of children’s exercise and eye use. Educational background and work experience may no longer indicate preparedness for teaching these topics, and suggests that supportive measures can also be directly provided at the kindergarten level in the future to increase the health knowledge of preschool teachers.
Keywords: preschool teachers, preschool children, health knowledge, supportive measures