This study employs the KSA model (Knowledge, Skills, and Abilities) as a theoretical framework to

systematically explore the core elements and enhancement strategies of professional competence for preschool

education majors in higher vocational colleges. From the three dimensions of knowledge, skills, and abilities, the

study analyzes the structural framework of professional competence: the knowledge dimension emphasizes the

integration of pedagogy, psychology, and disciplinary knowledge; the skills dimension focuses on practical

competencies such as educational activity design, child observation, home–school collaboration, and digital

teaching; and the ability dimension highlights educational understanding, innovative thinking, communication,

and personal and psychological literacy. Based on this framework, the study proposes strategies including

Cultivation

Preschool education represents the starting point of the entire education system and plays a crucial role in

promoting the holistic development of young children(Melhuish, 2011; Yotova, 2016). With the promulgation

and implementation of the Education Power Construction Plan (2024–2035) and the Preschool Education Law in

China, higher requirements have been placed on the cultivation of professional talents in preschool education(Ye,

2025). Within the framework of higher vocational education, the preschool education major shoulders the

important mission of training highly skilled teachers for kindergartens and childcare institutions(Ren & Tai,

2023; Y. Wu, n.d.). However, the current talent cultivation system in many higher vocational colleges still faces

pathway to improving the quality of talent cultivation in higher vocational preschool education programs(Xun,

2024a). The KSA model (Knowledge, Skills, and Abilities), as a classical framework for competency analysis,

provides strong theoretical support for addressing this issue. Through the organic integration of the three

dimensions—knowledge, skills, and abilities—the model systematically illustrates the structure of professional

competence in preschool education, following the logical sequence of “what to learn, what to master, and what to

and the construction of competence-based evaluation systems(Popovych et al., 2024a).

The development of preschool education in the new era is characterized by increasing diversity, informatization,

and integration. Emerging demands such as educational digitalization, game-based teaching, home–school

co-education, and individualized child support require teachers to possess stronger abilities in knowledge

theoretical framework for comprehensively evaluating an individual’s overall competence in professional

contexts(Al-Khalifa, 2013a; Choong Pin Aun & Ahmad Fuad, 2024). Knowledge provides the cognitive and

theoretical foundation for performance; skills represent the application of knowledge to practice and

problem-solving; and abilities reflect broader personal attributes—such as innovation, communication, and

decision-making—that ensure the effective integration of knowledge and skills(Rundquist, 2012). Together,

these components shape an individual’s adaptability, creativity, and overall professional performance(Orkibi,

2025). At the institutional level, it serves as a scientific basis for competency assessment, employee training, and

talent selection. By aligning job requirements with individual competencies, organizations can design more

effective training programs and recruitment processes, ultimately enhancing workforce quality and

organizational performance(Wuim-Pam, 2014).

educational theory, professional knowledge, and general literacy. This integrated foundation serves as the basis

for the formation of professional skills and the enhancement of comprehensive abilities(Xun, 2024b).

Pedagogical and psychological knowledge constitutes the theoretical cornerstone for preschool education

students(Мельник & Мойсак, 2020). Pedagogical knowledge includes the principles of early childhood

education, educational policies, and curriculum theories, which enable students to understand the goals, values,

and fundamental laws of preschool education. Psychological knowledge—particularly developmental and

educational psychology—provides critical support for teachers to observe children’s behavior and understand

individual differences(Huang et al., 2024). Through systematic study, students can grasp children’s

developmental characteristics across cognitive, emotional, and social dimensions, thereby enabling them to

implement individualized and scientifically informed educational practices.The disciplinary and activity-based

master the instructional goals and pedagogical approaches across the five key learning domains—language, art,

science, society, and health—and to understand the interconnections and integrative pathways among these

domains(Barnett & Frede, 2010). For example, in language education, teachers should grasp the principles of

early language acquisition and apply methods such as picture book reading and storytelling to stimulate

children’s interest in expression. In art and science activities, inquiry-based exploration and creative expression

should be emphasized to enhance children’s perception and cognitive development. The integration of

cross-disciplinary knowledge enables students to design comprehensive and life-oriented curricula that align

mental well-being(Robinson et al., 2016). Higher vocational students should be familiar with young children’s

such as educational digitalization, gamification, and curriculum integration, and master the application of

information technology in teaching and learning. Moreover, they need to understand key policy documents such

as the Guidelines for Learning and Development of Children Aged 3–6 and the Preschool Education Law,

ensuring that theoretical knowledge and policy understanding evolve in tandem(Ige et al., 2020).

humanistic care in educational practice(Ke, n.d.). From the perspective of the KSA model, the analysis of the

knowledge dimension emphasizes the systematic construction of a professional knowledge framework that

integrates theory, educational practice, and professional norms(Chang et al., 2019a). This structured framework

not only provides theoretical support for skill development but also establishes a solid foundation for the growth

of professional competence.

Guidelines for Learning and Development of Children Aged 3–6 and the curriculum goals of

kindergartens(Milić et al., 2019). They are expected to master key aspects such as goal setting, content

integration, contextual creation, and formative evaluation. In practice, students should flexibly apply

pedagogical strategies such as play-based, inquiry-based, and project-based learning to stimulate children’s

curiosity, foster active participation, and promote interactive and generative learning experiences(Li et al.,

2024).

Child observation and educational assessment skills represent an essential aspect of teachers’ professional

judgment(Elden & Aras, 2024). Higher vocational students should be proficient in narrative observation, event

sampling, and time sampling techniques, enabling them to record children’s learning and developmental

behaviors objectively. Based on these observations, they should analyze and reflect on data to adjust teaching

Students should strengthen their listening, expression, and coordination skills to ensure effective information

exchange between educators and families. In addition, educational research and reflective practice skills are vital

for teachers’ professional growth(Impedovo & Malik, 2016). Students should be familiar with case study and

action research methods, develop a problem-oriented mindset, and continuously improve their practice. By

writing reflective journals and research reports, they can transform practical experiences into theoretical insights,

achieving the transition from experience-based to research-oriented educators.

Digital teaching skills have become a hallmark of innovative competence in the digital era(Garzón Artacho et al.,

2020). Higher vocational students should be proficient in using multimedia courseware, educational software,

and virtual simulation platforms to enhance the interactivity and informatization of teaching, thereby

strengthening their technological literacy for future professional development. In summary, the cultivation of

skills in preschool education should emphasize job orientation and practical applicability(Xun, 2024c). Through

the integration of coursework, internships, practicum experiences, and reflective inquiry, students can

effectively transfer knowledge into professional practice in areas such as educational design, observation and

holistic perspective of child development and possess the capacity for systematic design and flexible integration.

They should be able to design thematic activities based on children’s interests and experiences, integrating

learning domains such as language, art, and science to achieve holistic and life-oriented education. Educational

innovation and problem-solving ability represent a key hallmark of teachers in the new era(Ramírez-Montoya et

al., 2021). Faced with diverse educational contexts, teachers must develop innovative thinking and adaptive

problem-solving skills. Through project-based learning and case analysis, students can enhance their creativity

Communication, coordination, and teamwork ability are essential for effective preschool education

practice(Demidov et al., 2020). Teachers should be able to establish meaningful communication and

empathy, emotional regulation, and a strong sense of responsibility. Through mental health education and

professional ethics training, students can develop stable emotional resilience and humanistic care in their

educational practice.

adapt to educational digitalization and societal transformation.

knowledge understanding to skills application and comprehensive development(Chang et al., 2019b). The

integrated enhancement of educational understanding, innovative thinking, communication and collaboration,

reflective growth, and psychological literacy collectively forms the core foundation of preschool teachers’

professional competence. These abilities are essential for improving the overall quality of talent cultivation in

higher vocational preschool education.

professional courses should focus on key practical competencies such as activity design, teacher–child

interaction, and childcare management; and extension courses should foster innovative thinking, communication,

and collaboration. This restructuring enables the systematic integration of knowledge and skills.

cultivate analytical thinking and decision-making skills while enhancing their ability to apply theory in complex

educational contexts. Course content should remain dynamic and practice-driven. In alignment with the

Preschool Education Law and the trend of educational digitalization, new elements such as information

technology application, STEAM education, and psychological intervention should be incorporated to enhance

the relevance and practicality of the curriculum. At the same time, a “curriculum–training–workplace”

integrated teaching system should be established to strengthen students’ experiential learning and competence

transfer across contexts.

A multi-dimensional evaluation mechanism oriented toward professional competence should be implemented.

Through learning portfolios, process-based assessments, and performance evaluations, alignment can be

achieved between course objectives, teaching processes, and competence development. The optimization of the

“competence-centered” model, promoting the coordinated development of knowledge, skills, and abilities, and

laying a solid foundation for cultivating high-quality, innovative preschool education professionals.

In the process of enhancing professional competence in higher vocational preschool education based on the KSA

model, the innovation of teaching methods and evaluation mechanisms serves as a key driver for the

authentic educational contexts. Therefore, student-centered, diversified, and competency-oriented teaching and

assessment systems that align with the characteristics of vocational education should be established.

A shift in teaching philosophy is essential, emphasizing competence-based instructional design. Teachers should

adopt project-based, contextualized, and task-driven pedagogies that integrate theoretical learning into real

teacher–child interaction skills through problem-solving experiences. Learning “by doing” and “through inquiry”

facilitates the internalization of knowledge and the generation of competence.