||ECE217 - Supervised Field Experience
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Successful Candidates have an opportunity of applying theory and practice into a child-centered curriculum which shows competence in selection of teaching strategies designed to create diverse developmentally appropriate, safe, healthy and learning environment in a preschool setting under supervision.
|Course Learning Outcomes:
- Explain various theoretical perspectives of developmentally appropriate methods which are essential in child-centered curriculum planning, teaching strategies, outdoor environments and relationships.
- Design developmentally, linguistically and culturally appropriate child-centered lessons supporting health and safety, cognitive, language, social, emotional and physical growth.
- Demonstrate reading, writing and speaking skills needed to effectively communicate with families and other professionals
- Know ethical guidelines and professional standards related to early childhood education.
- Select appropriate information from resources and technologies in producing presentations and developing child-centered curriculum.
- Apply an interweaving of theory and practice into a child-centered curriculum which shows competence in selection of teaching strategies, outdoor environments and relationships designed to create a developmentally appropriate learning environment under supervision within a preschool setting.
A two part supervised field experience course.
In the first part, candidates participate in experiences at a designated university site which will meet once a week, for three-hour sessions, for a period of four weeks, and run concurrently with the second part. This part gives candidates an opportunity to discuss topics related to their supervised preschool experiences.
In the second part, candidates participate in supervised experiences at a designated preschool setting, for eight hours per week, for a period of four weeks which provides opportunities for candidates to apply knowledge, skills and demonstrate appropriate dispositions, under supervision, in a preschool setting. All candidates must, with instructor approval, make arrangements for their field experience preschool setting. Grading is on a satisfactory/unsatisfactory basis.
Specific Course Requirements:
Reflective Journal Activities:
As you begin your field experience, it is a good idea to keep a reflective journal on how you are doing. It provides the opportunity to develop your self-assessment skills while reflecting on your teaching experiences. Discuss some of these reflections, if you want to, with your fellow classmates, course instructor and supervising teacher.
• Reflect on all the school professionals you have met and/or worked with during the course of the program and consider how you think you collaborate best, How does your perspective as an early childhood teacher influence your relationships with others in the school? In the community?
• Reflect upon all the stresses that every family experiences. Consider how this is complicated with the addition of a special needs child. How can you help simplify the life of members of the family?
• Reflect on a lesson you have taught. What went well in the lesson? What would you change the next time you taught this lesson? Was the instructional sequence appropriate? Did you take too long on one part, or was one part too short? Were the students engaged?
• Reflect on the different types of situations in which you must manage behavior in the classroom. Consider both individual and whole-class management. How can you demonstrate your competency with behavior management? What areas do you need more experience or guidance in?
Portfolio: Lesson Plans.
You will design a series of lesson plans covering the developmental domains, two for each domain. When each lesson plan is approved , by your instructor, you can implement them, under your site supervisor's supervision, with the children at your approved site. All lesson plans must include a Site Supervisor's assessment and a self-reflection You will place your plans in your portfolio. Lesson plans will be shared with your classmates.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures