A comprehensive review of the dissemination and training of safety and first aid skills among early childhood educators

Abstract

First aid training for early childhood educators is crucial due to the inherent vulnerability of young children to accidents and injuries. This review examines the knowledge and training of first aid skills among early childhood educators globally, with a specific focus on China. The literature search covered publications from 2009 to 2024, using databases, such as PubMed, Google Scholar, ERIC, Web of Science, and China National Knowledge Infrastructure. Keywords and phrases used in the search included “first aid training,” “early childhood educators,” “emergency preparedness,” “childcare safety,” and “first aid knowledge.” The review identifies gaps and challenges in existing training programs and proposes strategies for improvement. Developed countries have well-established first aid training protocols, while many developing countries face significant challenges, including limited resources and lack of standardized programs. In China, significant challenges remain, such as fragmented training programs and insufficient ongoing professional development. Government policies acknowledge the need for first aid training, yet implementation is often inconsistent. Addressing these issues requires standardized training programs, equitable resource allocation, and continuous professional development. This review provides a roadmap for meaningful improvements, emphasizing the need for collaborative efforts from policymakers, educational institutions, and stakeholders to create a consistent and effective approach to first aid training. Despite the recognized importance of first aid training, there is a notable scarcity of research on the knowledge and skills of early childhood educators in both domestic and global contexts. This review aims to address this research gap by conducting a comprehensive analysis of existing literature on the subject.