An exploration of the needs for expert consulting support and the changes of the early childhood teachers for children at risk of disabilities

Abstract

Objectives The purpose of this study was to explore the needs of the early childhood teachers for expert consulting support for children at risk of disabilities, and what changes there are in early childhood teachers after participating in consulting. Methods The study participants are two early childhood teachers who are living with at-risk children age 3 and 4. And this researcher, a professor in the dept. of early childhood education who is very interested in and has extensive experience in children at risk of disabilities, directly observed children at risk of disabilities and then conducted interviews and consulted the early childhood teachers. In addition, data were analyzed based on interviews and consulting data for early childhood teachers and the researcher's field record notes. And the research results were derived. Results According to the results of the study, Firstly, early childhood teachers' needs for expert consulting support for children at risk of disabilities includes : 1) direct visits to early childhood education field by the experts, 2) expectations of the observation of children at-risk and advice between teachers and children and between children and children, 3) a request to establish a system in the early childhood education field applying interviews and micro-teaching, and 4) a request for the role of experts as mediators between parents and teachers. Secondly, changes in early childhood teachers after expert consulting support for children at risk of disabilities : 1) improving teachers’ capacity for children at risk of disabilities, 2) strengthening a sense of duty and responsibility as an early childhood teacher, and 3) increasing satisfaction and confidence through expert consulting. Conclusions The researcher is looking forward for this study to be served as a basic and practical data for early detection of children at risk of disabilities and becomes an educational support for them, furthermore support early childhood teachers in charge of children at risk of disabilities.