Abstract
This study aimed to clarify how a young childcare teacher realized the developmental disability of a child of foreign origin and reached the correct diagnosis. Using the autonomous visualization in the Parallel Trajectory Equifinality Modeling, I conducted a bi-monthly interview of a young childcare teacher with two years of experience in early childhood education and care regarding her relationship with a two-year-old child of foreign origin. The narrative data were qualitatively examined using thematic analysis and the Trajectory Equifinality Modeling in the Three Layers Model of Genesis. Consequently, The results suggested that the childcare teacher’s conflicts in building a relationship with the child of foreign origin with developmental disabilities: 1) diagnosis of developmental disability was likely to be hampered by verbal communication barrier, and 2) teacher’s effort of trying to understand the child and building an appropriate environment enabled the teacher to focus attention on non-verbal issues, thus promoting inclusive orientation of the child.
