As a special group, some rural preschool children may have behavior problems due to unfavorable living environment while some of them are not affected. According to the theory of ecosystems, the development of psychology and behavior is the result of the interaction between individuals and environment, so as children’s behavioral problems. Existing research has examined the relationship between resilience, executive function, teacher-child relationship and behavioral problems. So far, research has not focused a lot on the specific mechanisms of preschool children’s psychological resilience affecting behavioral problems which includes the discussion of the variables which may play a mediating role between resilience and behavioral problems as well as the conditions of the intermediaries. Based on the perspective of positive psychology, the study explores the influence mechanism of the internal factors and external factors on behavioral problems so as to develop a behavior intervention program. In this way, the study attempts to promote the healthy quality of children and the quality of the relationship between teachers and children.

The study used the Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2), the Teacher-Child Relationship Scale (TCRS), the Conners Behavioral Problem Scale (TRS), and the Executive Function Measurement (HTKS) for 568 children aged from 4 to 6 in three regions of Guangdong Province. This paper discusses the resilience, executive function, teacher-child relationship and behavioral problems of preschool children in rural areas and analyzes these relationships. The specific conclusions are as follows: (1) The level of the preschool children’s resilience and executive function is poor and some children behave with serious problems. (2) There are significant gender and age differences in preschool children’s resilience and behavioral problems. Also, significant differences are shown in whether they stay at the level of resilience. There are significant gender and age differences in preschool children’s executive function while there is no significant difference in whether to stay or not. There is a significant difference in the relationship between teachers and children in rural areas. There are significant differences in age in terms of intimacy. (3) There is a significant positive correlation between resilience and executive function of preschool children in rural areas. There is a significant negative correlation between psychological resilience and executive function and behavioral problems. There is a significant positive correlation between executive function and teacher-child relationship. (4) Executive function has some mediating effects on the influence of rural preschool children's resilience on behavioral problems. Specifically, the impact of resilience on rural preschool children, on the one hand, affects behavioral problems through direct channels, and on the other hand, through indirect ways that affect executive function. (5) Teacher-child relationship in rural preschool children's executive function plays a negative role in the regulation of behavior, inattention and passive influence. Execution function is a problem of conduct and inattention. The influence of passiveness is weakened by the relationship between teachers and children. (6) Teacher-child relationship regulates the inter-mediation process of resilience through the implementation of function on behavioral problems. Teacher-child relationship is regulated by the intermediary function of executive function (resilience and conduct problem; psychological elasticity and inattention-passiveness). That is, there is a mediating effect of regulation.

These findings contribute to our understanding of a comprehensive interpretation of both environmental and individual factors impacting on Chinese rural preschool children’s behavioral problem. In the practice of rural early childhood education, it is necessary to comprehensively consider many factors that may affect the behavior of preschool children. Formulating an ecological rural preschool child behavior intervention program is beneficial to improve the psychological flexibility and executive function of preschool children as well as the quality of rural kindergartens on the teacher-child relationship.