2021 Volume 59 Issue 3 Pages 35-47
The purpose of this study was to clarify how practical knowledge of early childhood education and care (ECEC) for children with disabilities is improved. Novice and early mid-career ECEC teachers who have experience caring for children with disabilities were compared in terms of the following two aspects: expertise based on years of experience, and expertise based on acknowledged the meaning of experience. Interviews with novice and early mid-career teachers were analyzed by Steps for Coding and Theorization (SCAT) to evaluate their practical knowledge of ECEC. The results showed that as the number of years of experience increased, ECEC teachers deepened their understanding of children with disabilities from a broad perspectives, and that ECEC teachers acknowledged the meaning of their experiences to better comprehend how children to the environment and how children find their own comfort place. In conclusion, it was clarified that the practical knowledge of ECEC for children with disabilities was improved by understanding the following two points in a well-balanced manner: 1) more comprehensive understanding of children through experience, and 2) through review of the attitude of ECEC teachers through acknowledging the meaning of their experience.
