Abstract The purpose was to study preschool teachers’ preferences and experiences of an applied learning intervention to support children with ESSENCE symptoms. Preschool teachers ( n = 164) filled out a questionnaire about their experiences, and 20 participated in individual interviews about preferences and experiences of the intervention. We used descriptive statistics for the questionnaire and inductive qualitative content analysis to analyze the interviews and free text answers in the questionnaire. The results showed that 74% experienced that they increased their understanding of the child’s difficulties, while 48% gained ideas that could be helpful in managing children. Specifically, the respondents emphasized the value of talking and reflecting together with guardians about a specific child. To share experiences from different contexts provided an understanding of the challenges the child, and the adults around them, faced in daily life. It also provided insight into the child’s opportunities, abilities and resources. The qualitative latent analyses revealed that the preschool teachers’ expectations corresponded well to their experiences after completing the training. The main categories Collaboration between guardians and preschool teachers and Professional knowledge about children with special needs describes their needs for supporting children with neurodevelopmental symptoms. Together they form the theme of a child-centered approach. In conclusion, the present findings add insights about collaborative learning, application of professional knowledge, and guardians and preschool teachers sharing experiences and reflecting together to support the child. In this way, the study contributes to the improvement and application of Child and Family Centered Care in practice.
Gustafsson et al. (Sun,) studied this question.