Field Experiences

Early Childhood Development and Care

Students will spend up to 4 hours:

Observing children of varied ages and settings as part of case studies, applying theory to practice.

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Students will spend up to 4 hours:

Observing children of varied ages and settings as part of case studies, applying theory to practice.

See Letter of Introduction (above).

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Students will spend 24 hours in diverse settings:

Two hours observing and recording developmental needs or strength in a child for creation of a learning tool.
Two hours using the learning tool with the child, observing, recording, and assessing.
Ten hours in a B-2nd grade classroom setting, observing - recording - preparing - accompanying journal entries dealing with such topics as appropriate environments, diversity, instructional materials, and teaching methods.
Ten hours in a 1st - 6th grade classroom setting, observing - recording - preparing accompanying journal entries dealing with such topics as language, literacy, science, math, technology, the arts and classroom management.

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Students will spend 24 hours in diverse settings:

Observing children for 12 two-hour blocks, according to prescribed guidelines, and recording their findings in 12 journal entries.
Topics include: separation; self-care; physical, social, emotional, cognitive development; language; attention span; literacy; creativity; play; self concept; various relationships.
Professional recording techniques/assessment tools include: class log; anecdotals; checklists; running records; frequency counts; conversations; time samples; cognitive task experiments; rating scales; work samples; technology; documentation; portfolio.

For all other forms, see EDU 103.

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Students will spend 16 hours in an infant setting and 16 hours in a toddler setting:

Observing, participating, and recording such topics as: integration of care-giving and education; play-based curriculum; development of attachment, perception, motor skills, cognition, language, emotions, social skills; physical environment; social environment; early inclusion, anti-bias, multicultural issues; relationship principles with staff and families.
Students will design and create a developmentally appropriate object for an infant or toddler, use the object with the child, write results.
Students will design and create a developmentally appropriate environment for an infant or toddler, with accompanying rationale paper.

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Students will spend 90 hours each semester in two diverse settings:

Progressing from observer to full participant in assigned early childhood classrooms.
Planning, creating, and presenting appropriate learning activities to groups of children.
Practicing professional techniques relating theory to practice in: environment preparation, lesson plans, discipline, classroom management, verbal skills, staff/child relationships.
Performing as head teacher on "Lead Day" during the final semester.

For forms, see Field Placement Handbook.

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EDU 207 - SOCIAL AND PHILOSPHICAL FOUNDATIONS OF EDUCATION IN AMERICA

Students will spend a minimum of 10 hours:

Observing students in local school adolescent classrooms and recording observations in Reflective Journals.

For all other forms, see EDU 103.

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Elizabeth Tarvin, Chair
(845) 341-4482
E-mail

SUNY Orange
115 South Street
Middletown, NY 10940