Early childhood education

Personal information will be provided

So here are the assignments:

1, Write a one page Reflection focusing on specific learning and skills that you
developed working with children in an early learning environment.

2,Please answer the following two Field Seminar questions:
Question 1: In your Foundations class, you discussed various models of child care. In a
written assignment of a maximum of two pages please describe the model of an agency
where you have worked. In this assignment you will answer and address the following
points:
• Identify the child care model of your program and explain why you think it fits that
category.
• A description of the philosophy of the program (in your own words).
• Numbers of children who attend and age group(s)
• Age group you are working with
• Number of children in your specific program
• Delivery (how do the families access the service? All day every day, half days,
etc)
• Cost (how much does the space cost families on a monthly basis, if the space is
subsidized, what is the cost to the region?)
• Family Involvement (what do families do to support the program?)
• Does the program offer additional services? If so, what are these services?
• Other information that will help to get to know your program

Question 2: Read the Stages of Educators below. Reflect on your experiences by
providing a minimum of two examples of each stage taken from your experience working
in the field. Examples must clearly demonstrate your understanding of each stage.
Reflection will be a maximum of two pages in length.
Stages of Student Educators
We can apply the stages of growth to our own professional journey in becoming an early
childhood educator. The stages outlined below offered a way to understanding some of
the feelings and challenges encountered on field placement. There are six stages that
have been outlined by Caruso (2000) as described by Mayfield.
1. Anxiety: Student educators typically experience and anxiety in the beginning of
the placement. Questions and worry such as “Will I be accepted by the children and
educators at my placement?”
There are many other areas of worry (travelling to placement, what if I am sick, will I like
my on-site supervisor). One of the tasks of this stage is to become acquainted and
comfortable with the children, families, and educators.
2. Confusion/clarity: The complexity of working in an early learning and care
program can be overwhelming in the beginning for student educators. Getting to know the
children, the schedule of the day, following established expectations for routines you do
not know, and meeting the requirements and expectations set by the college can be
confusing. Student educators experience disequilibrium as they try to figure out what to
do. After learning the children’s names, the expectations for routines and transitions, etc,
student educators become more comfortable in the program.
3. Competence/inadequacy: This stage is an important one for building selfconfidence. Receiving positive feedback and encouragement is an important part of
learning and growing as a student educator. However, it is not unusual to experience
feelings of doubts about one’s abilities and wonder if you have chosen the right career.
Another issue confronting student educators at this point is the role of the early childhood
educator. Many student educators want to be the children’s friend. When the children
‘test’ new people (you as the student educator) in their environment, student educators
think they will be seen by the children as mean or unkind if they have to redirect or
discipline the children.
4. New awareness/renewed doubts: During this phase student educators become
more self-reflective about his/her skills and abilities in working with children. Typically,
during this stage, student educators think of alternatives and to question what is
happening on their field placement environment. “If this were my program, I
would……….” is an example of a statement for reflection. During this stage, a student
educator is becoming more appreciative of the intricacies of working in an early learning
and care program.
5. More confidence/greater inadequacy: During this stage, the student educator
feels he or she will survive the placement. This is due to increased feelings of confidence
based on feedback from the on-site supervisor and interactions with the children. With
PLAR Resource Guide: Practice Teaching I (FAM1233)/Field Seminar 1(FAM 1234) _Revised June 2015 19
increased confidence comes the desire to take on more responsibility in the program.
Failure at this point is less devastating than in stage 1.
6. Loss/relief: The field placement is ending. Student educators experience a wide
range of emotions as they say good-bye to the children and educators. Combined with
this separation is the need to transition back to classes at the college. Many wish they
could stay with the children rather than return to their classes.
Recognition of the above stages helps student educators to understand that they are not
the first to experience a variety of different emotions during their field placement.
Reference: Mayfield, M. (2001). Early Childhood Education and Care in Canada
contexts, dimensions, and issues.

 

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