[R-0072] S7. Family and Community

Citation: Recchia, S.L., Beck, L., Esposito, A., & Tarrant, K. (2009). Diverse field experiences as a catalyst for preparing high quality early childhood teachers, Journal of Early Childhood Teacher Education, 30(2), 105-122.

Abstract: This paper explores the process through which a group of preservice early childhood/early childhood special education students examined their own beliefs about quality teaching and learning within the context of multiple practicum experiences in diverse settings. Students’ reflections and actions are illuminated through a careful individual and cross-case analysis of field-based journals.

For these students, different instructional contexts provoked distinct questions. With increased experiences in early childhood settings, participants became more comfortable with the uncomfortable, considered that there are multiple ways to teach and learn, and realized that their own understandings of quality teaching must be informed by the children they teach. They also learned the process of using critical reflection to refine and adapt teaching practices to meet the needs of young learners continuously.

Integration: Instructors will use this resource to learn more about how to prepare students for field experiences.

Content Focus: Instruction and Teaching; Child, Family, and Community

Notes: The following is an additional citation for an article about the benefits of service learning experiences with diverse learners, including those with disabilities:

Mitchell, L.D., Hegde, A.V. (2007). Beliefs and practices of inservice preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28(4), 353-366.