Abstract
In nursery schools, childcare is carried out in a state that considers children’s emotional well–being. However,
in temporary childcare settings, which children use temporarily or intermittently, their emotions may not be as
stable, because they are in an unfamiliar nursery school environment. For this reason, nursery teachers must have
expertise in stably guiding children's emotions. In this study, we clarify some of expertise when nursery teachers
at temporary childcare facilities use, or choose not to use, hugging and cuddling, explaining the rationales behind
their decisions to stabilize children's emotions. The research method is a Video–cued Multivocal Ethnography and
the qualitative analysis was conducted using Steps for Coding and Theorization. We reveal the three characteristics
for the guidance of children’s stable emotional well– being as used by nursery teachers as a professional tactic: 1.
Carrying out childcare according to the child's family culture. 2. The system for children to select teachers. 3.
Verbalizing to colleagues their thoughts about their child while working in temporary childcare.
