EDEC 430
Field Experiences in Preschool, Prekindergarten, Kindergarten, and Primary Education with Special Needs and Regular Children

1. Catalog Entry

EDEC 430. Field Experiences in Preschool, Prekindergarten, Kindergarten, and Primary Education with Special Needs and Regular Children
Credit Hours (4).

This course provides pedagogical experience and background for teachers working with young children. A minimum of three to four hours per day will be spent working with young children, including those with disabilities, under the direct supervision of an appropriately licensed educator of young children. This is a structured and supervised field-based experience in conjunction with the specialized study for early childhood and early childhood special education licensure in the teacher education program. Weekly seminars provide discussion of current educational practices and issues of concern to educators of young children.

Prerequisites: Admission to teacher education licensure program; successful completion of HUMD 200, 215, 321, 322, 323, EDRD 413, and EDSP 421, 445, 446, 451, 462. This course is taken in conjunction with EDEC 425.

2. Detailed Description of Content of Course

1. Observing children, teachers, instruction, and programs
2. Implementing, adapting, and integrating curriculum
3. Supporting children's learning and development within an educational setting
4. Implementing and adjusting instruction (including technology and multimedia)
5. Adapting instruction for diverse learning abilities, styles, and background experiences
6. Establishing positive physical and psychological learning environments
7. Authentic assessment
8. Fostering positive interpersonal relationships
9. Being a professional and reflective practitioner
10. Current issues in education, including but not limited to:

• child abuse and neglect
• stress in young children
• unrealistic expectations (hurried child, academic pressure, etc.)
• cultural and ethnic diversity among American families
• children with AIDS or HIV positive

3. Detailed Description of Conduct of Course

This is a clinical experience in which each student is assigned an early childhood and an early childhood special education clinical placement. The placements provide pedagogical experience under appropriately licensed early childhood and early childhood educators for three to four hours per day for 10 - 12 weeks followed by full time experience for the remainder of the semester (or 5 - 6 weeks part-day, and 1 - 2 weeks full time for 2 consecutive placements). The clinical experience is integrated with specialized course work in professional education classes which are scheduled simultaneously with this experience. Students begin the experience engaging in conferences, observations, and helping roles, and gradually work toward assuming teaching responsibility and assessment of individual child development. Students are expected to demonstrate commitment to the profession's code of ethical conduct.

Weekly seminars are designed to facilitate the development of knowledgeable, skilled, thoughtful professionals. Seminars are focused on: 1) experiences in the field, 2) effective teaching practices, and 3) current issues and concerns of educators of young children. Seminars are usually discussions. Guest speakers sometimes present on special topics.

4. Goals and Objectives of the Course

This course is designed to provide opportunities for students to begin to integrate theory and practice derived from studies related to the knowledge bases and understandings of best practices.

Students will develop, practice, and demonstrate the following skills:

1. Create learning experiences that make the central concepts, tools of inquiry, and structures of the disciplines of subject matter meaningful for children.
2. Provide learning opportunities that support each child's intellectual, social, motor, and personal development, and that affirm and respect family, cultural, and social diversity.
3. Create instructional opportunities that are adapted to diverse learners.
4. Use a variety of instructional strategies to encourage children's development of divergent and critical thinking, problem-solving, and performance skills.
5. Use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Use effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Plan and adapt instruction based upon knowledge of subject matter, children, the family, the community, and curriculum goals.
8. Use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the child.
9. Continually evaluate the effects of his/her choice and actions on others and actively seek out opportunities to grow professionally.
10. Foster relationships with school colleagues, parents, and agencies in the larger community to support children's learning and well-being.
11. Recognize signs of stress in young children, and take responsibility to promote mental health and supportive relationships for children and families.
12. Recognize signs of child abuse, and neglect in young children and know responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities.
13. Demonstrate an understanding of conditions of children, families, and professionals; current issues and trends; legal issues and legislation; and other public policies affecting children, families, and programs for young children and the early childhood profession.
14. Demonstrate awareness of contemporary issues in early education and their impact on children, families, community, and the profession.
15. Serve as advocates on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators.

5. Assessment Measures

Assessment will be formative, summative, informal, and formal. The major bases for assessing student achievement in this course are INTASC's Model Standards for Beginning Teacher Licensing and Development . Emphases will be placed on development towards professionalism, including relationships with adults and children, attitudes, attendance, involvement, ethical conduct, and reflection. Assessment will include feedback from cooperating educators in field sites, university supervisors, and self-analyses.

This is a pass-fail course.

6. Other Course Information

EDEC 430 is the required field experience with seminar for the early childhood and early childhood special education licensure options, where students apply their knowledge and skills from human development and educational courses within an appropriate field placement.

• Supervision of field placements and weekly seminars are conducted in collaboration with, and complement EDEC 425--Curriculum, Instruction for Young Children and Adapting for Children with Exceptional Needs.
• Students are scheduled for this experience in cohort groups. Doing so, permits opportunities for professional socialization and enculturation, and facilitates program assessment and monitoring of student progress.

Relevant References:

• Bredekamp, S., & Rosegrant, T. (Eds.). (1992). Reaching potentials: Appropriate curriculum and assessment for young children, vol. 1. Washington, DC: National Association for the Education of Young Children.
• Bredekamp, S., & Rosegrant, T. (Eds.). (1995). Reaching potentials: Transforming early childhood curriculum and assessment, vol. 2. Washington, DC: National Association for the Education of Young Children.
• Commonwealth of Virginia, Department of Education. (1995). Standards of learning for Virginia public schools. Council for Exceptional Children.
• Interstate New Teacher Assessment and Support Consortium. (1995). Model standards for beginning teacher licensing and development: A resource for state dialogue. Washington, DC: Council of Chief State School Officers.
• National Association for the Education of Young Children. (1995). Guidelines for preparation of early childhood professionals: Associate, baccalaureate, and advanced levels (Position Paper). Washington, DC: Author.
• Radford University. Early field experiences handbook for students seeking licensure in early childhood and early childhood special education. Radford, VA: Author.

7. Review and Approval