The term “children of concern” has been much discussed since the start of the full-scale implementation of special needs education in 2007. In any childcare situation, there are, inevitably, children with special needs. However, not all of them are developmentally disordered. The purpose of this paper is to explore and define the nature of support to see how we should understand and support children with special needs. A literature review and case studies of interactions between nursery teachers and children reveal that nursery teachers should begin by accepting and acknowledging the behavior caused by the children’s troubles and struggles.