Abstract
This study aims to clarify the realities and problems of pre-school teachers who consult with external experts. Regarding the realities and difficulties of attending kindergarten consultations and the methods adopted for child-care practice, interviews were conducted with managers and veteran pre-school teachers who are influential in the implementation of such consultations. The transcripts of the interviews were then analyzed. The results indicated the following: 1. An ever-present desire for better child-care (Realities of the kindergarten) 2. A desire for a two-way dialogue with experts using approaches and language appropriate to the context of child-care (Expectations from a consultation) 3. More clarification regarding practical discrepancies (Quest for mutual co-operation) 4. The frequency of consultation visits, etc. (Implications for the current approach to consultation)
