Field Experience at Discovery Point Hamilton Mill- Exploring Learning and Teaching in Early Childhood Education
I went to a day care, taking care from 2-5 years old kids, we had water days and lots of fun time.
EDUC 2130 Field Experience Guidelines
15-HOUR FIELD EXPERIENCE
In this course, you will complete a 15-hour Field Experience (FE). (For summer courses, you must complete at least 12 hours of observation at your site. Up to 3 hours can be used towards writing your paper, journaling, or travel to/from your site.) The purpose of the EDUC 2130 Field Experience is for you to gain experience in an informal education setting through your observation or participation (e.g., tutoring, religious study, coaching, child development center, afterschool program, adult learning facility, music lessons, etc.). Through this experience, you will explore 2-3 major aspects of learning and/or teaching that we discuss in this course. This is an opportunity for you to connect theory to real-world practice.
Please Note: Any Field Experience completed for another class cannot count for your EDUC 2130 Field Experience. Each Field Experience for the EDUC courses is designed to help you gain a different set of experiences.
Final Field Experience Project
Please upload everything to the assignment folder in iCollege, including the final paper, journal, and verification form. (You can scan or take a photo of the journal and verification form). ***Please submit your final project as one document if possible (as a PDF or MS Word doc). Please do not submit HEIC or .pages files.
FE JOURNAL (USE TEMPLATE PROVIDED). Keep a detailed journal of your 15-hour experience. Please use the journal template I provide in this packet. Make sure that your journal entries are complete and detailed. Your entries should include: the day of participation, location of participation, time of participation, details of what you did (observe/help/interview, etc.), and what you witnessed. The more details in your entries the better. If possible, you should complete this journal while at your placement or as soon as possible after completing your participation. You will submit an electronic copy of your journal with your final paper. (You may type up your journal, or scan or take a photo of the original hand-written version. Journals will be submitted to iCollege along with your paper).
FIELD EXPERIENCE PAPER. Your final FE Paper should follow standard APA-style formatting (typed, double-spaced, Times New Roman 12-point font, one-inch margins all around, proper APA citations). See the APA manual or Purdue’s Online Writing Lab website for additional information. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Please follow the formatting guidelines below. Your paper should include:
(1) A title page containing:
Title of the paper
Your name
Course number and name
Instructor name
Assignment due date
(2) A 1-page Introduction (labeled "Introduction"):
Describe what you decided to do and why. Describe a little about the location where you chose to observe or participate, and the teacher or others you observed, interviewed, helped, etc. Set the context for your paper.
(3) A 3-4 page Main Body (labeled "Main Body"): This section should be written in a narrative format, translating your journal entries (which may be written in short-hand or bullet points) into a format for the final paper. For each entry, you should include:
(a) the date of your participation
(b) the beginning and end times of your participation as well as the location
(c) detailed observations of what you saw, did, etc.
(4) A 3-4 page Theories Section (labeled "Theories Section"): In this section, explain how your observations or activities relate to 2 or 3 different learning theories or concepts discussed or read about in class. (Please be sure to use the chapters and topics discussed in the syllabus.) In order to earn full credit for this section, be sure to explain how what you observed or did relates specifically to each learning theory/concept you chose. Discuss each of the individual theories or Ed Psych concepts one at a time. Use subheadings if it helps to organize this section.
(5) The FE Verification Form provided in this packet must be completed and submitted as the last page of your paper if you complete any in-person or virtual hours with a supervisor. If you complete modified assignments, you do not need to submit a verification form.
The final FE Paper will be 9-11 pages long including the required title page and mandatory filled out verification form, or 9-10 pages if a verification form is not neede
PRESENTATIONS OF FIELD EXPERIENCES. You will also complete a brief VoiceThread presentation on your field experience. In your presentation, you will give an overview of your project including your observation hours and connections to educational psychology. See the grading rubric and presentation guidelines for additional details. Presentations will be submitted to iCollege.
Field Experience at Discovery Point Hamilton Mill- Exploring Learning and Teaching in Early Childhood Education
Your name
Course number and name
Instructor name
Assignment due date
Field Experience at Discovery Point Hamilton Mill- Exploring Learning and Teaching in Early Childhood Education
Introduction
I participated in a Discovery Point Hamilton Mill environment for my 15-hour Field Experience. Discovery Point Hamilton Mill facilities offer a fantastic opportunity to watch and interact with young children in a non-traditional educational setting. This experience allowed me to investigate our course's numerous teaching and learning elements and apply theoretical principles in real-world settings. The Discovery Point Hamilton Mill is located in a lively area and serves children ages 2 to 5. The center is well-stocked with age-appropriate toys, books, and educational resources. The crew comprises professional instructors and caregivers committed to creating a supportive and stimulating environment for children. The facility has a set daily pattern that includes recreation, learning activities, outdoor exploration, and meals. My interest in early childhood education and desire to understand the developmental requirements of young children prompted my decision to attend Discovery Point Hamilton Mill.
I got the opportunity to connect with the children and the teachers at the Discovery Point Hamilton Mill throughout my stay there. I participated actively in facilitating learning experiences and witnessed numerous activities. I participated in water play, arts & crafts, storytime, and outdoor activities with the kids. I hoped to grasp better the challenges and rewards of educating young children via these exchanges. When I first walked into the Discovery Point Hamilton Mill, I was delighted by the happy environment and the kids' laughing. The kids looked to be excited to explore and participate in the activities that had been planned for them. The instructors, who showed genuine concern and enthusiasm for their profession, established a welcoming and inclusive environment where each child felt appreciated and supported.
I kept a comprehensive notebook documenting my observations and comments during my field adventure. This diary was a valuable resource for recording the dates and times of my involvement, my activities, and the interactions I watched between the children and instructors. By documenting these facts, I described my field experience and its linkages to the ideas and concepts we covered in our course. I will present a narrative description of my field experience in the following sections of this article, transforming my diary entries into a cohesive and instructive narrative.
Main Body
Date: 8th – 9th June 2023
Time: from 0900 hours to 1100 hours each day
Location: Dacula
Detailed Observations and Activities
Water Day
I enjoyed participating in the water play session during my Discovery Point Hamilton Mill fieldwork. On a bright day morning, I went to the outdoor play area with the kids, which was now a little water park. Sprinklers, water tables, and numerous toys were present in the space. The children's faces lit up with excitement as soon as they noticed the water play area. They scurried over to the sprinklers, laughing as they ran through the cold streams of water. While some kids pulled up their sleeves and dove right in, others donned swimsuits. The teachers actively participated, ensuring the kids' safety and enticing them to try various water sports.
I watched the kids explore their senses while playing in the water. They experimented by splashing water on their bodies, pouring water from one container to another, and even attempting to capture the water droplets with their hands. They were able to improve their coordination, fine motor abilities, and spatial awareness thanks to this practical experience. The children's social connections were also encouraged throughout the water play period. They played together by taking turns filling their cups and containers. I saw how they interacted with one another, exchanging ideas and sharing their discoveries. By posing open-ended questions and encouraging the kids to describe what they were doing, the teachers helped to encourage these encounters.
Fun Time
Participating in numerous entertaining activities and games with the kids was another feature of my fieldwork. The Discovery Point Hamilton Mill offered a variety of activities to keep the kids occupied and stimulated, from arts and crafts to music and exercise. The "Colorful Creations" workshop was one activity that stood out. Numerous art tools, such as paints, markers, and colored pencils, were provided to the kids. They were encouraged to express themselves creatively and via art. I saw kids picking out their supplies and working on their creations with excitement.
The teachers gave the kids direction and encouragement, suggesting various methods and encouraging them to play with colors and shapes. While some kids preferred to work alone, others teamed up with their friends and shared resources and ideas. In addition to helping the kids improve their fine motor abilities, this exercise also promoted creativity and self-expression. The kids participated in games encouraging movement, cooperation, and art-related activities. They laughed and cheered as they played games like "Simon Says" and "Duck, Duck, Goose," chasing each other around the play area. These activities allowed children to release their energy and improved their ability to listen, follow directions, and take turns.
Caretaking
I also had the chance to watch and help with the children's basic needs as part of my fieldwork. These activities included helping with naptime routines and performing activities like feeding and changing diapers. I joined the teachers in the dining room for lunch, where the kids were seated at communal tables. Every kid had a balanced and wholesome lunch thanks to the instructors' expert management of the mealtime schedule. I watched as they conversed with the kids, discovering their favorite cuisines and enticing them to try new things. Additionally, the teachers were role models for good table manners, stressing the need to take turns and share.
Helping with diaper changes was an essential part of being a caregiver. The teachers adhered to stringent hygiene guidelines and kept the diaper change space tidy and organized. While they were changing diapers, I noticed how kind and considerate they were, ensuring the children's comfort and respect. The kids were sent to a comfortable, peaceful space with individual cots for naps. The professors produced a calming atmosphere by turning down the lights and playing relaxing music. They gave the kids gentle back rubs and encouraging words as they calmly led them to lie down and unwind. I saw the children relax into their naps because of the teachers' comforting presence, which made them feel safe and secure.
Interactions
I carefully watched the social interactions between the kids and their teachers and between the kids themselves during my fieldwork. These encounters greatly aided the development of a constructive and encouraging learning environment. Each child received individualized attention from the teachers, who showed a sincere interest in them. They raised the kids' self-esteem by using positive reinforcement to recognize and appreciate their accomplishments. I observed how the teachers inspired the students and helped them feel successful by giving them praise and positive reinforcement.
In turn, the kids demonstrated a close relationship with their teachers. They turned to them for comfort and security, seeking their advice. The professors acted as excellent role models by showing compassion, endurance, and respect. I noticed both parallel and coopera...