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<p>The purpose of this qualitative study was to examine early childhood educators’ perspectives on guidance practices and their perceptions of the preservice and in service training they received related to guidance. Thirteen early childhood educators participated in demographic surveys, concept mapping, and focus groups. Descriptive survey data were used to provide contextual information and support triangulation. Qualitative analysis yielded four themes: (a) Perceptions of Guidance, (b) Guidance Implementation, (c) Systems Supporting and Hindering Guidance, and (d) Guidance Education. Findings illustrate how educators navigate tensions between theoretical preparation, classroom realities, and systemic expectations when implementing guidance practices. Results underscore the influence of training pathways, administrative structures, and educators’ beliefs on guidance decision making in early childhood settings. Implications are discussed for teacher preparation, professional development, and program‑level supports related to guidance implementation.</p>

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Bridging Belief and Practice: Guidance Strategies through the Voices of Early Childhood Educators

  • 期刊论文

  • 发表日期：

    2026年7月9日

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  • Saundra L. Stiles,
  • Jane T. Broderick,
  • Julia T. Atiles,
  • Ada M. Hatcher

摘要

The purpose of this qualitative study was to examine early childhood educators’ perspectives on guidance practices and their perceptions of the preservice and in service training they received related to guidance. Thirteen early childhood educators participated in demographic surveys, concept mapping, and focus groups. Descriptive survey data were used to provide contextual information and support triangulation. Qualitative analysis yielded four themes: (a) Perceptions of Guidance, (b) Guidance Implementation, (c) Systems Supporting and Hindering Guidance, and (d) Guidance Education. Findings illustrate how educators navigate tensions between theoretical preparation, classroom realities, and systemic expectations when implementing guidance practices. Results underscore the influence of training pathways, administrative structures, and educators’ beliefs on guidance decision making in early childhood settings. Implications are discussed for teacher preparation, professional development, and program‑level supports related to guidance implementation.