Being an Internship student and teaching in a preschool has provided me with numerous and varied benefits for an aspiring teacher as myself. The way a school operates; receiving feedback on skills, learning disciplinary measures, and serving as part of an educational staff are some of the opportunities I have experienced. Two of the most valued benefits are the classroom experience and the chance to be mentored by experienced teachers. his paper will discuss the behaviors I have observed in the children throughout the internship, as well as the connection of these behaviors to educational and development theories for children aged three to five, specifically disadvantaged children in a Latino community. The benefits received by completing the internship in relation to future growth and through supervision will also be examined. Suggestions and recommendations will be made for individuals wishing to complete an internship. The paper will conclude with a personal growth section where it will be explained how completing this process has altered my future goals and impacted me personally.
Table of Contents
1. Behaviors Observed During the Internship
2. Connections of Behaviors to Theory
3. Benefits of Internship and Supervision
4. Recommendations for Future Interns
5. Personal Growth Experience
Objectives & Topics
This paper examines the internship experience of a student teacher within a non-profit bilingual preschool serving low-income, at-risk children in a Latino community. It explores the relationship between observed classroom behaviors and established developmental theories, while reflecting on the professional benefits of mentorship and personal growth gained during the internship.
- Observational analysis of behavioral patterns in children aged three to five.
- Application of psychosocial developmental theories, including Erikson and Adler.
- The impact of environmental, socio-economic, and linguistic factors on academic readiness.
- The role of clinical supervision and mentorship in teacher training.
- Strategies for supporting disadvantaged and bilingual students in early childhood education.
Excerpt from the Book
Behaviors Observed During the Internship
One week before the beginning of preschool, a visit was made to the homes of the children in the four year old classroom. At this meeting the school's agenda, curriculum and what the parents can expect is discussed. At this point parents are also encouraged to ask questions and voice any concerns about specific behavioral or learning issues they may have. These home visits were positive, informative and insightful. The parents seemed eager to be involved regardless of their economic and social status. Children and parents alike seemed to look forward to the beginning of school. However, that next Monday morning, some of the children did not seem as eager, they did not want to stay, would not let their parents leave, and/or could not stop crying. Most did not remember the teacher's name. This first Monday was for learning names and familiarization on both the children and staff's behalf.
After introduction to the various areas of the classroom, the children were allowed to choose their areas of interest. The art interest area was equipped with a multitude of materials, such as clay, colors, easels, and finger paints, etc. One particular activity was making rainbows with colored paper. Rainbow lines were drawn for them and they were instructed to tear the correct color of paper and glue into its specified lines. The children glued a new color to each row and it was noticed that as the project progressed, their procedures became less exact when covering, slipping over into the next row and spacing farther apart. The children were becoming more creative and possibly losing interest with the time it took to complete. They were learning about cause and effect, developing hand-eye coordination, planning skills, and developing the small muscles in their hands.
Chapter Summaries
Behaviors Observed During the Internship: Documents initial student behaviors, home visits, and learning activities across various classroom interest centers.
Connections of Behaviors to Theory: Analyzes observed behaviors through the lens of Erikson’s psychosocial stages and Adler’s theory of birth order.
Benefits of Internship and Supervision: Reflects on the professional development gained through mentorship and the practical application of pedagogical theories.
Recommendations for Future Interns: Offers advice on continuous learning, networking, and the importance of specialization for aspiring educators.
Personal Growth Experience: Concludes with a reflection on how the internship shifted the author's perspective on teaching at-risk, bilingual populations.
Keywords
Early childhood education, Latino community, preschool, internship, student teaching, child development, Erikson, Adler, bilingual education, low-income, at-risk children, behavioral analysis, classroom management, teacher training, parent involvement.
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the experiences of an internship student in a bilingual preschool, observing the behaviors of disadvantaged Latino children and connecting those observations to developmental theories.
What are the central themes covered?
The central themes include behavioral development in early childhood, the influence of environmental and socio-economic factors on learning, the importance of bilingual support, and the professional growth of trainee teachers.
What is the main goal of the research?
The main goal is to reflect on the practical application of educational theories in a real-world classroom setting and to analyze how these experiences impact a student teacher's personal and professional trajectory.
Which scientific methods are utilized?
The paper utilizes qualitative observational methods within a clinical setting, combined with a literature review of psychological and educational frameworks.
What does the main body of the work cover?
The main body covers classroom observations, connections to Erikson’s and Adler’s theories, the benefits of supervised teaching, and professional advice for future interns.
Which keywords characterize this work?
Key terms include preschool, Latino community, at-risk, internship, behavioral analysis, Erikson, Adler, pedagogy, and teacher development.
How does birth order influence the children described?
The author applies Adler’s theory, noting that children’s personalities and classroom behaviors, such as needing attention or showing leadership, are often influenced by their position among siblings.
What specific challenges are mentioned regarding the student population?
The children face challenges related to their status as English language learners, the illegal resident status of their parents, economic instability, and potential exposure to domestic or social stressors.
- Quote paper
- Ana Miranda (Author), 2012, Teaching Low Income, Disadvantaged Children in A Predominantly Latino Community Where Behavior and Legal Status Are Issues, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/385972
