Introduction: In Japan, over 30% of preschool children show developmental or behavioral concerns, with some classrooms facing difficulties with over 80% of children. Managing these classrooms is challenging. Although occupational therapy (OT) interventions in schools are increasing, preschool support is also essential.
Objectives: This study qualitatively analyzed the concerns raised during OT consultations in a class of three-year-olds, offering insights into OT needs in preschools.
Methods: The participants were head teachers and principal of a certified childcare center in Japan. Teachers documented concerns regarding 11 children and the issues they wished to discuss during OT consultations. The responses were collected and analyzed qualitatively. This study was approved by the ethics review board and childcare center.
Results: A total of 125 items were categorized into seven major themes: (1) Adaptation and Transition in Activities, (2) Daily Life, (3) Assertive Behaviors, (4) Peer Relationships, (5) Understanding Instructions, (6) Parental Involvement, and (7) Other. The most frequently mentioned concerns within Adaptation and Transition in Activities were "difficulty transitioning between activities" and "wandering around the classroom." In the Daily Life category, the most common concerns were "general daily routines" and "mealtime behavior." In Assertive Behaviors, "crying or becoming unresponsive" was the most frequently reported issue.
Conclusion: This study highlights teachers' challenges in preschool classrooms and the issues they raise in OT consultations. By analyzing children's activities and behaviors, OTs can provide valuable support to preschools through consultations and interventions.