| Abstract: | Although many proponents of elementary counseling and guidance have stressed the preventive, developmental approach, an examination of job practices shows some inconsistency between the approach as stated and its implementation. This discrepancy is traced to the failure of elementary counseling and guidance to develop a theoretical base that relates guidance and counseling processes to the process of child development in the early childhood years. This research-based article attempts to identify the problem further, to examine its origins, and to find a solution to it. The author shows how a communication-theory approach could bridge this gap and offers some suggestions for its implementation and use. |
