Children’s difficulties in kindergarten are not only defined by children’s behaviour, but also by the meaning that teachers give to those difficulties. This article helps to reconstruct the semantics related to those difficulties, starting from how kindergarten teachers interpret this issue. This overall study design is based on a long-term participatory reseach activity. Based on the research results, children’s difficulties at school can be interpreted in two different ways: difficulties seen as something external to the school, or difficulties seen as a test bench for teachers’ professional effectiveness.
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