Abstract
This study sought to shed light on the emotional journey of inclusive childcare practitioners across different experience levels, highlighting the potential for growth and improvement. Focus group interviews were conducted with seven new, seven mid-career, and six experienced kindergarten teachers. Steps for Coding And Theorization(SCAT) analysis performed on verbatim transcripts revealed diverse views and difficulties faced by teachers depending on different experience levels. Some difficulties were not simply a result of gaining experience and improving their practice, but also a result of gaining new perspectives. These findings suggest that accurately understanding the difficulty and overcoming it with the entire kindergarten will lead to quality improvements in kindergartens.
