Fieldwork Experience at a Preschool
The class is :
Language Arts in Childhood and Early Childhood Education.
I have attached the syllabus to see the sessions we covered in this class during this semester. I will attach the fieldwork you completed before too.
please write a fieldowrk about preschool class . They are preschoolers 3-4 years old .
As you complete your 10 hours of classroom observation, you must reflect upon and write about what you have seen. You must relate it to what you are reading and learning about in this class. To do this effectively, you must cite the course materials (e.g., textbooks, articles, videos, etc.) and include a reference for the materials cited in the References section of your fieldwork paper. Include how your observations will inform your own pedagogy in the future. You should also describe the classroom, the books, other materials, the teaching methods used, and the literacy activities you saw in practice (whenever possible, cite these materials and include references). Describe what you considered best practices and any new perspectives that helped you to expand as a teacher.
As you write your fieldwork assignment, you will want to make sure to support all of your claims with evidence from your observations and/or information from course materials. You will also want to cite any texts, materials, or other sources you mention with APA-style in-text citations, and include a reference for each of the sources you mention in the References section of your paper. Your fieldwork report should be 4-6, double-spaced, typed-pages.
Fieldwork Experience
Name
Institution
Course
Instructor
Due Date
Fieldwork Experience
During the ten-hour observation at Head Start Spring Valley Preschool, I focused on the 3-4-year-old preschoolers under the guidance of Ms. Jeanette. The preschool caters to diverse learners, primarily from low-income neighborhoods, and includes both English-speaking and English learners. The classroom was thoughtfully arranged to accommodate the various needs of the children and foster a positive learning environment.
Observation
Head Start Spring Valley is in suburban New York and caters to children from diverse backgrounds. Ms. Jeannete's class was made up of 14 students, made up of five boys and nine girls. Five of the learners were language learners.
Upon entering the classroom, it was evident that the room was designed to be engaging and child-friendly. Colorful and age-appropriate wall decorations adorned the walls, featuring alphabet charts, numbers, and vibrant artwork created by the students. The designated spaces included an independent study area with child-sized tables and chairs, a play area with toys, a cozy reading corner, a group work area with a larger table, and a front teaching area where Ms. Jeanette conducted lessons. During the observation, I noticed that the classroom environment was instrumental in facilitating the learner’s interaction and play. Upon close examination of the preschoolers, it was evident that the classroom arrangement allowed them to express their individuality and interact with peers. Ms. Jeanette's classroom arrangement was in line with Falk’s (2009) observation that preschoolers tend to express themselves through play and exploration as it maximized the learner’s ability to explore and express themselves.
One of the lessons that I observed centered around the topic “My Family and Community.” The lesson was ideal for the learners as it covered concepts related to their socio-emotional development. In the lesson, the teacher combined it with a mathematics lesson as each child was prompted to calculate the number of family members. Ms. Jeanette ensured that the lesson was engaging to the learner by making sure that it was composed of hands-on activities, storytelling, play, and interactive discussions that were appropriate for preschoolers’ attention spans. In one of the activities, Ms. Jeanette had the whole class form an extended family made up of grandparents, parents, and siblings.
I observed that Ms. Jeanette made an effort to cater to the needs of English learners. She used visual aids, gestures, and simple explanations to convey concepts. Additionally, she encouraged children to use their home languages and supported their vocabulary development in both English and their native languages. In the activity where the learners formed an extended family, she had a session where the language learners were asked to provide the terms that refer to their grandparents and parents. Also, Ms. Jeanette employed formative assessment techniques throughout the lesson to monitor the student's progress. She frequently asked open-ended questions, listened actively to student responses, and observed their engagement levels. She used these insights to tailor her teaching approach and provide individualized support where needed, ensuring that each child's learning needs were addressed effectively.
I was also curious about how Miss Jeanette ensured that the learner’s parents were a part of the learning process. In an interview, Ms. Jeanette informed me that she had frequent communication with the parents in cases where a child had problematic behavior. In addition, Ms. Jeanette would frequently assign take-home activities to the learners that allowed for family participation. Ms. Jeanette encouraged parents to share their cultural experiences with the class and even invited them to visit the classroom as guest speakers.
Reflection
The fieldwork activity at Head Start Spring Valley Preschool provided valuable insights into the dynamics of a diverse and inclusive early childhood classroom. Observing Ms. Jeanette's teaching practices and the classroom arrangement highlighted the significance of using language support, formative assessment, and aligning lesso...