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Foundations in Action: Early Childhood Practicum and Field Experience

Social Sciences

Author: Shoshana Grattidge
Publisher: Los Angeles Mission College
Source: LibreTexts
License: CC BY
Language: EN
Category: Basic Sciences

Read online Download PDF (open licence)

Contents· 107 sections

01: Theory to Practice
1.01: Models and Theories of Practice
1.1.01: The Beginning of Theories and Models of Reflective Practice - John Dewey
1.1.02: Observation and Documentation - The Key to Intentional Teaching
1.1.2.01: The Role of Observation
1.1.2.02: Becoming a Skilled Observer
1.1.2.03: Observations can be Spontaneous or Planned
1.1.2.04: Questions you may want to ask yourself as you plan your next observation
1.1.2.05: The Role of Documentation
1.1.2.06: Objective versus Subjective Observation Evidence
1.1.2.07: Recognizing Your Biases
1.1.2.08: Ethical Guidelines when Observing Children
1.1.2.09: Observation and Documentation Dos and Donts
1.1.2.10: Conclusion and References
02: Theories and Program Approaches
2.01: Theories
2.02: Program Approaches
2.03: Not all Preschool Programs are Alike
2.04: A Look at High-Quality Practices
2.05: The Teaching Cycle
2.06: Balance Teacher-Directed and Child-Initiated Experiences
2.6.01: Developmentally Culturally and Linguistically Appropriate Learning Experiences
2.07: Chapter Attribution References and Websites
2.08: The Value of Play
2.8.01: What is Play
2.8.02: Play and Children's Development
2.8.03: Play in the Early Childhood Classroom
2.8.04: Chapter Attribution References and Websites
03: Professionalism and Ethics
3.01: The Role of the Teacher in High-Quality Practices
3.02: The Role and Responsibilities of the Student-Teacher
3.2.01: Typical Teaching and Non-Teaching Activities in Early Childhood Settings
3.03: Self-Reflection and Self-Assessment
3.04: Reflecting on Your Teaching Practices
3.05: The Disposition Values Principles and Ethics of a Reflective Practitioner
3.5.01: A Reflective Mindset
3.5.02: Values Principles and Ethics related to being a Reflective Practitioner
3.06: Positive Dispositions of Caring Support Acceptance and Fairness
04: Professionalism as an Early Childhood Educator
4.01: What are Ethics
4.1.01: NAEYC Code of Ethical Conduct
4.1.1.01: Ethical Responsibilities to Families
4.1.02: Professionalism in the Workplace
4.1.2.01: Ethical Use of Technology with Families
05: What is Curriculum
06: Planning Instruction and Designing Learning Experiences
6.01: How to Plan Effective and Meaningful Curriculum
6.1.01: Introduction
6.1.02: What is Curriculum
6.1.03: Benefits of Implementing Meaningful Curriculum
6.1.04: A Teachers Role
6.1.05: The Curriculum Planning Cycle at a Glance
6.1.06: A Closer Look at the Curriculum Planning Cycle
6.1.07: Conclusion
6.1.08: Age and Individually Appropriate Learning Experiences
07: The Curriculum Planning Cycle at a Glance
7.01: A Closer Look at the Curriculum Planning Cycle
7.02: Benefits of Implementing Meaningful Curriculum
08: Communities of Practice and the Reflective Process
8.01: What is a Community of Practice
8.02: Cultivating a Commitment to being Reflective
09: Environments for Teaching and Learning
9.01: Learning Environments
9.1.01: Measuring Quality with Environmental Rating Scales
9.1.02: Indoor Learning Environments
9.1.03: Outdoor Learning Environments
10: Physical Environment
11: Classroom Management
11.01: Developmentally Appropriate Expecations
11.1.01: Developmentally Appropriate Practices
11.02: Routines
11.2.01: The Importance of Schedules and Routines
11.2.02: Consistent Routines
11.2.03: Starting and Ending the Day
11.2.04: Classroom Jobs
11.03: Positive Guidance Strategies
11.3.01: Factors Influencing Behavior
11.3.02: Redirecting Behavior
11.3.03: Providing Specific and Authentic Support
11.3.04: Addressing Challenging Behavior
11.3.05: Spaces for Emotional Regulation
12: Family Engagement
12.01: Using Documentation and Assessment to Communicate with Families
12.1.01: Introduction
12.1.02: Documentation Boards - Not Just for Displaying Art
12.1.03: Assessing Childrens Development
12.1.04: Family Conferences
12.02: Documentation Boards - Not Just for Displaying Art
12.03: The Role of Relationships
12.3.01: Building and Maintaining Positive Relationships with Families
12.3.1.01: Respecting Families
12.3.1.02: Family Conferences
12.04: Communicating with Families about Challenging Behaviors
12.05: Parent Engagement
13: Developing as a Professional Educator
13.01: Career Goals
13.02: Educator Development and Professional Development
13.03: Professional Development Plan
13.04: Teaching Statements
13.05: Creating a Resume
13.06: Professionalism in the Workplace
13.6.01: Reflecting on Your Teaching Practices
13.07: Professional Practice and the Critical Reflective Process
13.7.01: The Critical Reflective Process
13.7.02: Thinking with a Pedagogical Friend or Collaborative Group
14: Advocacy- Embracing the Work You are Already Doing and Taking it Further
14.01: Advocacy for High Quality Early Education