Search results for: Mcfarland Laura
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This article explored empirical studies of early childhood educators' experience with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined “positive guidance” diversely with definitions ranging from accurate to inaccurate, considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices.
Updated: Sep. 04, 2008