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Early Education and Development Volume 30, 2019 - Issue 7
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Original Articles

The Validity of Narratives for Understanding Children’s Perceptions of the Teacher–Child Relationship for Preschoolers Who Display Elevated Disruptive Behaviors

Catherine S. WolcottDepartment of Psychiatry, University of Colorado School of MedicineCorrespondence[email protected]
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,
Amanda P. WillifordCurry School of Education and Human Development, University of VirginiaView further author information
&
Karyn Hartz-MandellDepartment of Psychiatry, MedStar Georgetown University HospitalView further author information
Pages 887-912 | Published online: 27 Dec 2018

Citations (4)

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Read on this site (1)

Carina Alvarez & Jason Downer. (2023) Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement. Early Education and Development 0:0, pages 1-20.
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Articles from other publishers (3)

Aysel FERAH ÖZCAN. (2023) Some Inferences for Educational Programs from Primary School Children's Family Drawings and Verbal Metaphors. Participatory Educational Research 10:4, pages 256-277.
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İmray NUR & Yaşare AKTAŞ ARNAS. (2022) Turkish preschool children's representations of friendship: Story completion method adaptation studyTurkish preschool children's representations of friendship: Story completion method adaptation study. International Journal of Assessment Tools in Education 9:2, pages 357-375.
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Ruth Speidel, Brigid Behrens, Monica Lawson, E. Mark Cummings & Kristin Valentino. (2022) Latent classes in preschoolers’ internal working models of attachment and emotional security: Roles of family risk. Development and Psychopathology, pages 1-18.
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