Mental health problems in early childhood (e.g., depression, anxiety) have a similar prevalence as for older individuals, with 10–15% of preschoolers meeting criteria for clinical diagnosis. Research has shown that intervention to support mental health in early childhood is important to mitigate later problems. However, early intervention is predicated on early identification; by the time young children encounter specialists (e.g., psychologists), problems are often severe. Early childhood educators have the potential to identify mental health concerns in young children. Yet, little is known about early childhood educators’ understanding of early childhood mental health, necessitating pilot research. The present study used focus groups to better understand early educator’s perceptions of young children’s mental health. Participants identified four primary themes that guide their understanding: causes of mental health problems, observable signs of mental health problems, knowledge of mental health supports, and barriers to mental health supports. Implications and suggested future directions are also explored.

儿童早期心理健康问题（如抑郁、焦虑）的患病率与老年人相似，10-15% 的学龄前儿童符合临床诊断标准。研究表明，支持儿童早期心理健康的干预对于减轻以后的问题很重要。然而，早期干预取决于早期识别；当幼儿遇到专家（例如心理学家）时，问题往往很严重。幼儿教育工作者有可能发现幼儿的心理健康问题。然而，关于幼儿教育工作者对幼儿心理健康的理解知之甚少，因此需要进行试点研究。本研究使用焦点小组来更好地了解早期教育者对幼儿心理健康的看法。参与者确定了指导他们理解的四个主要主题：心理健康问题的原因、心理健康问题的可观察迹象、心理健康支持知识和心理健康支持障碍。还探讨了影响和建议的未来方向。