A Qualitative Study on the Process of Decision-Making Support for Children in Kindergarten

Abstract

The purpose of the present study was to clarify the framework of the kindergarten teachers' support process regarding the choices and decision making processo of children. Semi-structured interviews were conducted with kindergarten teachers (N=9). The data was analyzed qualitatively using the modified grounded theory approach (M-GTA). The analysis generated 24 concepts and 5 categories. The support process of the kindergarten teachers was as follows. In “preparing for supports,” teachers tried to understand individual characteristics of children and educated them on choice. Then teachers did a “setting choice” in an everyday choice situation. The “support for indecision” was watching children and then encouraging them to choose. The “support for refusal” was also watching children and persuading them as needed. The “supports for fixation” was leading children to make the correct choice.