What did we find?
Based on our interviews, understanding the rationale of implementation was critical for motivation. If this understanding was lacking, kindergarten leaders were more likely to experience resistance. A better understanding of the intervention reduced resistance and increased motivation by making the intervention more manageable and interesting. Kindergarten leaders and teachers had beliefs about TIK-KT, for example, that it would be in the best interest of the children. To have beliefs about TIK-KT, they needed to know which practices and ideas the intervention entailedSome interviewees spoke on behalf of their kindergartens when stating their common motivation and goal: what was best for the children. Those who regarded the intervention to work toward this goal found this belief motivating and important when implementing TIK-KT. The interviewees emphasized the scientific value in the context of understanding and knowledge, and they appeared to regard research-based interventions as the most potent way to maximize children’s wellbeing. TIK-KT’s empirical foundation was an important rationale for why kindergarten staff put effort into its delivery.All interviewees mentioned a variety of practical challenges that impacted the implementation of the new intervention in their kindergarten, i.e., time constraints and sufficient personnel. These practical challenges are likely to apply to a range of workplaces. Nevertheless, the challenges mentioned were repeated by several individuals. Hence, we saw this “package” of challenges as specific to the system they were in: the kindergartens implementing TIK-KT. Our conclusion was that their motivation for applying the emotion coaching skills to children would matter less if they felt hindered by practical issues.To summarize, we believe that when kindergarten leaders and teachers, as well as people in general understand and presumably agree with the reasons for an intervention, these individuals are more likely to be motivated to make the effort and take the time to learn and practice new skills and behaviors. Learning, practicing and understanding An aha experience is not the same as understanding the rationale of implementation. “Understanding” can be defined as achieving “a grasp of the nature, significance, or explanation of something” [Among the interviewees, one personally experienced an aha moment, another was told about it by a childcare worker during the implementation of TIK-KT, and a third mentioned it as an important experience to reflect upon one’s work practices. They all spoke positively of the aha experience and understood it as important for change. Reber and Skaar [