Student Teaching Early Childhood Practicum

This book is designed to assist early childhood education student teachers, professionals, and interns in teaching children from 3 to 8 years of age. Student Teaching provides step-by-step instruction through the process of field experiences. It covers areas such as planning developmentally appropriate practice and working with parents.

Preface

ix

Acknowledgments

xiii

About the Authors

xiv

SECTION I: Orientation to Student Teaching

Introduction to Student Teaching Practicum

2

(42)

Training Guidelines

3

(1)

Initial Feelings

4

(1)

The Mechanics of Student Teaching

4

(1)

Key Participants Play a Role in Student Teacher Development

4

(1)

Before Placements

5

(3)

Orientation

8

(3)

Professionalism

11

(7)

Student Teaching Goals

18

(2)

Preparing for Your First Days

20

(1)

Meeting with the Administrator

21

(1)

Your Classroom

22

(2)

Beginning Days

24

(2)

Becoming a Team Member

26

(1)

Goals of the Team and Program

26

(18)

A Student Teacher's Values and Developing Teaching Style

44

(21)

Knowing Yourself and Your Values

45

(1)

The Acquisition of Values

46

(3)

Your Values

49

(1)

Personal Values and Activities

50

(1)

Professional Ethics

51

(1)

Teaching Style

51

(6)

Other Teaching Styles

57

(8)

Being Observed: Discovering Your Competencies

65

(41)

Goals of Observation, Evaluation, and Discussion

66

(1)

Methods of Observation

67

(4)

Clinical Supervision

71

(2)

Reliability

73

(11)

Peer Evaluations

84

(3)

Competency-based Training

87

(1)

The Whole Teacher

87

(3)

Reflective Behaviors in Student Teachers

90

(1)

Critical Thinking

91

(1)

Self-Perception

92

(3)

Self-Analysis

95

(11)

SECTION II: Programming

Review of Child Development and Learning Theory

106

(25)

Theories of Child Development

107

(1)

How Do Children Learn?

108

(11)

Review of Selected Current Research

119

(4)

Student Teacher Intelligent Behavior

123

(8)

Instructional Planning

131

(53)

A Way to Look at Early Childhood Curriculum

132

(1)

Identifying Child Interests

133

(2)

Constructivism and Developmentally Appropriate Practice

135

(3)

Other Curriculum Approaches

138

(1)

Activity Resources

139

(1)

Curriculum

140

(3)

How Language Instruction Fits into All Activity Planning

143

(9)

Goals and Objectives

152

(1)

Developmental Skills

153

(3)

Other Activity Plan Areas

156

(1)

Transitions

157

(3)

Working with Groups

160

(5)

Thematic Teaching

165

(19)

SECTION III: Classroom Management Revisited

Classroom Management Goals and Techniques

184

(31)

Classroom Management

185

(3)

The Guidance Function in Classroom Management

188

(2)

Child Empowerment

190

(4)

Classroom Management Techniques

194

(7)

Additional Management Strategies

201

(6)

Guidance Techniques Used in Elementary Schools

207

(8)

Analyzing Behavior to Promote Self-Control

215

(27)

Erikson's Theory of Psychosocial Development and Its Relation to Self-Control

216

(8)

Burton White and Self-Control

224

(4)

Maslow's Hierarchy of Needs and Its Relation to Self-Control

228

(4)

A Case Study to Analyze

232

(1)

Cultural Differences

233

(9)

SECTION IV: Communication

Common Problems of Student Teachers

242

(34)

Kinds of Problems

243

(3)

Seeking Help

246

(5)

The Role of Communication

251

(5)

Listening: The Ability to Receive

256

(5)

Theories in Problem Solving

261

(1)

A Problem-Solving Process

262

(14)

SECTION V: The Child

Case Studies, Analysis, and Applications

276

(26)

Case Studies

277

(1)

Observation Forms

277

(3)

Analysis of Observation

280

(8)

Observation and Conjecture

288

(14)

Working With Special Needs Children

302

(22)

Laws Relating to the Education of Young Children with Special Needs

303

(3)

``Special'' Children

306

(9)

Working with Special Needs Children

315

(9)

SECTION VI: Parents

The Changing American Family

324

(21)

The American Family in the New Millenium

325

(1)

Changes Mandated by the New Welfare Law

326

Early Childhood Education in the Twentieth Century

321

(9)

Parents as Volunteers

330

(2)

How to Motivate Parents to Volunteer

332

(13)

Parents and Student Teachers

345

(29)

Interacting with Parents

346

(1)

The Importance of Parent-Teacher Relationships

347

(2)

Models of Communication

349

(7)

Planning the Home Visit

356

(2)

The Home Visit

358

(2)

Other Home-School Interactions

360

(14)

SECTION VII: Professional Concerns

Quality Programs

374

(21)

Meeting Children's Needs

375

(3)

Standard of Quality Programs

378

(1)

Types of Quality Programs

379

(1)

Who Decides the Quality of a Program?

380

(4)

Acceditation and Its Relationship to Quality

384

(3)

Total Quality Management

387

(1)

The Comer Project for Change in Education

387

(1)

Mentoring Programs

388

(1)

State Legislative Awareness

388

(1)

Defining an Optimal Education and Care System

388

(7)

Professional Commitment and Growth

395

(19)

Definitions

396

(1)

Concerns in the Profession

396

(1)

Professional Behavior and Commitment

397

(2)

Professional Growth and Development

399

(4)

Professional Growth Opportunities

403

(5)

Parents' Attitudes Toward Professionalism

408

(6)

Trends and Issues

414

(24)

Trends

415

(9)

Issues

424

(14)

SECTION VIII: Infant/Toddler Placements

Student Teaching With Infants and Toddlers

438

(28)

Standards

439

(1)

Characteristics of a Quality Infant/Toddler Center

439

(5)

Student Teaching with Infants and Toddlers

444

(1)

Approaching and Working with Children

444

(2)

General Rules and Regulations

446

(7)

Caregiving as a Teaching Activity

453

(1)

A Curriculum for Infants and Toddlers

454

(1)

Activities in the Infant/Toddler Center

454

(4)

Child's Physical Environment

458

(1)

Awareness of Your Own Needs as a Caregiver

459

(2)

Safety

461

(5)

Appendix

466

(39)

Glossary

505

(6)

Index

511

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Student Teaching Early Childhood Practicum Guide

Summary

Table of Contents

Supplemental Materials