“…The limited number of studies investigating teachers' work with young children experiencing parental separation and divorce reports that teachers' knowledge influenced their action (Cottongim, 2002;Ellington, 2003;King, 2007;Øverland, Størksen, & Thorsen, 2013;Øverland, Størksen, Bru, & Thorsen, 2012;Webb & Blond, 1995). However, the research also suggests that teachers adopt ad hoc strategies to construct their knowledge of the phenomenon of parental separation and divorce, young children's experiences, their family circumstance, and effective ways to support children (Cottongim, 2002;Ellington, 2003;King, 2007;Mahony, 2013;Øverland et al, 2013;. Greater understanding of the pedagogical decision-making processes of teachers when working with these young children is needed.…”