Abstract
The purpose of the current study was to examine the change process of nursery school teacher' caring, focusing on the process of their perceptions of difficulties in relationship to children with special needs. Semi-structured interviews were conducted with five public nursery school teachers. Data was analyzed using the Modified Grounded Theory Approach. Our findings suggested the process that the teachers' perceptions of difficulties were accumulated by the children's problem, but the children's problem were reduced when the teachers fit their approach into children, and the teachers' perceptions of difficulties were reduced. In order to fit teachers' approach into children, it is important to understand the meanings of children's behavioral problems. Teachers should care on a basis of dynamism between each child and the group. In addition, teachers felt guilt for having perceptions of difficulties.
