Supervised Field Experience
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.
- 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 Site Supervisor’s assessment and a self-reflection You will place your plans in your portfolio. Lesson plans will be shared with your classmates.
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