A Grounded Theory Study on the Support of Young Children at Risk for Disabilities by Daycare Center Teachers

The purpose of this study is to identify the experiences of teachers supporting infants and toddlers at risk of disabilities in daycare centers and to deeply reveal the environment and context related to this one. To this end, grounded theory was applied to collect and analyze qualitative data on the experiences and support processes of daycare teachers supporting infants and toddlers at risk of disabilities. A total of 17 research participants were interviewed and the collected data were analyzed using open coding, axial coding, and selective coding methods. As a result of the study, a total of 170 concepts, 44 subcategories, and 15 supercategories were derived, and the relationships between categories were presented as a paradigm model including the central phenomenon, causal , contextual , and mediating conditions, and actions/interactions, and results. The results of the process analysis were analyzed into three stages: ‘Conflict stage’, ‘Overcoming stage’, and ‘Growth stage’, and the core category as a result of the selective coding was ‘Growth experience through the process of overcoming conflict in teaching performance’. Based on the results of this study, more practical and effective support strategies were suggested for daycare teachers supporting infants and toddlers at risk of disabilities.