Abstract
The purpose of this study was to clarify how Early Childhood Education and Care (ECEC) teachers perceive and support the resilience process of preschool children in childcare practice. Fifteen ECEC teachers were asked to describe episodes about the resilience process of preschool children and individual interviews were then conducted. The modified Grounded Theory Approach (M-GTA) used to analyze the data revealed 20 concepts relating to teachers’ involvement in supporting the resilience process of preschool children. In addition, a series of involvement states were identified, starting with “the judgment of involvement,” developing into the “involvement in supporting the sense of security,” “involvement in encouraging efforts to change,” and “involvement in promoting solution-seeking attitude.” Taken together, the results suggested the significance of the perspective on supporting the resilience process of preschool children in childcare practice.
