Personal information will be provided<\/p>\n
So here are the assignments:<\/p>\n
1, Write a one page Reflection focusing on specific learning and skills that you
\ndeveloped working with children in an early learning environment.<\/p>\n
2,Please answer the following two Field Seminar questions:
\nQuestion 1: In your Foundations class, you discussed various models of child care. In a
\nwritten assignment of a maximum of two pages please describe the model of an agency
\nwhere you have worked. In this assignment you will answer and address the following
\npoints:
\n\u2022 Identify the child care model of your program and explain why you think it fits that
\ncategory.
\n\u2022 A description of the philosophy of the program (in your own words).
\n\u2022 Numbers of children who attend and age group(s)
\n\u2022 Age group you are working with
\n\u2022 Number of children in your specific program
\n\u2022 Delivery (how do the families access the service? All day every day, half days,
\netc)
\n\u2022 Cost (how much does the space cost families on a monthly basis, if the space is
\nsubsidized, what is the cost to the region?)
\n\u2022 Family Involvement (what do families do to support the program?)
\n\u2022 Does the program offer additional services? If so, what are these services?
\n\u2022 Other information that will help to get to know your program<\/p>\n
Question 2: Read the Stages of Educators below. Reflect on your experiences by
\nproviding a minimum of two examples of each stage taken from your experience working
\nin the field. Examples must clearly demonstrate your understanding of each stage.
\nReflection will be a maximum of two pages in length.
\nStages of Student Educators
\nWe can apply the stages of growth to our own professional journey in becoming an early
\nchildhood educator. The stages outlined below offered a way to understanding some of
\nthe feelings and challenges encountered on field placement. There are six stages that
\nhave been outlined by Caruso (2000) as described by Mayfield.
\n1. Anxiety: Student educators typically experience and anxiety in the beginning of
\nthe placement. Questions and worry such as \u201cWill I be accepted by the children and
\neducators at my placement?\u201d
\nThere are many other areas of worry (travelling to placement, what if I am sick, will I like
\nmy on-site supervisor). One of the tasks of this stage is to become acquainted and
\ncomfortable with the children, families, and educators.
\n2. Confusion\/clarity: The complexity of working in an early learning and care
\nprogram can be overwhelming in the beginning for student educators. Getting to know the
\nchildren, the schedule of the day, following established expectations for routines you do
\nnot know, and meeting the requirements and expectations set by the college can be
\nconfusing. Student educators experience disequilibrium as they try to figure out what to
\ndo. After learning the children\u2019s names, the expectations for routines and transitions, etc,
\nstudent educators become more comfortable in the program.
\n3. Competence\/inadequacy: This stage is an important one for building selfconfidence. Receiving positive feedback and encouragement is an important part of
\nlearning and growing as a student educator. However, it is not unusual to experience
\nfeelings of doubts about one\u2019s abilities and wonder if you have chosen the right career.
\nAnother issue confronting student educators at this point is the role of the early childhood
\neducator. Many student educators want to be the children\u2019s friend. When the children
\n\u2018test\u2019 new people (you as the student educator) in their environment, student educators
\nthink they will be seen by the children as mean or unkind if they have to redirect or
\ndiscipline the children.
\n4. New awareness\/renewed doubts: During this phase student educators become
\nmore self-reflective about his\/her skills and abilities in working with children. Typically,
\nduring this stage, student educators think of alternatives and to question what is
\nhappening on their field placement environment. \u201cIf this were my program, I
\nwould\u2026\u2026\u2026.\u201d is an example of a statement for reflection. During this stage, a student
\neducator is becoming more appreciative of the intricacies of working in an early learning
\nand care program.
\n5. More confidence\/greater inadequacy: During this stage, the student educator
\nfeels he or she will survive the placement. This is due to increased feelings of confidence
\nbased on feedback from the on-site supervisor and interactions with the children. With
\nPLAR Resource Guide: Practice Teaching I (FAM1233)\/Field Seminar 1(FAM 1234) _Revised June 2015 19
\nincreased confidence comes the desire to take on more responsibility in the program.
\nFailure at this point is less devastating than in stage 1.
\n6. Loss\/relief: The field placement is ending. Student educators experience a wide
\nrange of emotions as they say good-bye to the children and educators. Combined with
\nthis separation is the need to transition back to classes at the college. Many wish they
\ncould stay with the children rather than return to their classes.
\nRecognition of the above stages helps student educators to understand that they are not
\nthe first to experience a variety of different emotions during their field placement.
\nReference: Mayfield, M. (2001). Early Childhood Education and Care in Canada
\ncontexts, dimensions, and issues.<\/p>\n
<\/p>\n
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