A Study on Childcare Teachers’ Experience of Looping Practices for Three Years in a Childcare Center

This qualitative study examined the experiences of childcare teachers engaged in looping practices over three consecutive years in a childcare center. Three teachers who taught the same group of children for three years participated, and data were collected through semi-structured interviews. Thematic, subthematic, and keyword analyses were conducted. The findings revealed four main themes. First, three-year looping fostered trust, leading teachers to continue with the same group through unspoken agreement, breaking barriers with parents and strengthening confidence in children’s growth. Second, the effectiveness of the childcare curriculum was enhanced through a deeper understanding of children’s characteristics, as well as improved efficiency and continuity. Third, reappointed teachers reported heightened happiness, intimacy and responsibility. Fourth, looping required preparation, including collaboration with partner teachers and strategies to ensure curriculum continuity. This study highlights the practical feasibility and educational value of the looping system in early childhood education, offering implications for teacher assignment practices.