Enhancing early childhood health and safety education: the impact of life skills-based teaching strategies.

Abstract

This study investigated how life skills-based health education influences early childhood educators' cognition, attitudes, and teaching confidence, using a quasi-experimental, parallel mixed-methods design. A total of 65 in-service students were assigned to an experimental (n = 33) or control group (n = 32). Quantitative measures assessed pre- and post-intervention changes, while qualitative data from open-ended reflections were analysed thematically. Statistical results revealed significant improvements in all three dimensions for the experimental group. Generalized Estimating Equation analyses confirmed significant group × time interaction effects for attitudes (B = 4.64, P < .001) and confidence (B = 19.69, P < .001), with no interaction for cognition (P = .078), suggesting knowledge consolidation rather than new learning. Qualitative findings clarified the mechanisms of change: simulations and collaborative tasks enhanced students' critical reflection, situational adaptability, and real-world application of health teaching strategies. By answering both what changed and how it changed, this study supports integrating life skills and simulation into health education curricula to build sustainable teaching capacity. Future studies should extend follow-up duration and expand contextual diversity to evaluate long-term impact and generalizability.