Field Experience Obsevation 1
Field Experience Observation
Favour Ashaolu
National University
ECE 443
Professor Susan Baron Ferguson
September 22, 2024
, Field Experience Obsevation 2
Abstract
This paper is a reflection of a field experience at an SUSD Headstart. It starts with me
coming to the classroom. The paper describes my observation of the classroom and the children
while doing my job. Next, the paper will discuss cognitive development, learning theories, and
developmentally appropriate practices. I will finish the paper with a conclusion of the field
experiences and discuss the takeaway from this field experience.
This paper reflects on my field experience at SUSD Headstart. It will discuss the ten elements
that comprise a quality inclusive classroom environment, the five elements of a quality inclusive
curriculum for pre-k children with disabilities, the four elements of quality inclusive teaching
practices, and modifications/adaptations for a culturally or linguistically diverse child or a child
with disabilities, with examples. I will also talk about my observations in the classroom and the
key findings.
The school that I observed was Stockton Unified School District Headstart. The names of the
teachers are Nichollete Mosby and Meagan Clavejo, and contact information is
and
Field Experience Observation
Favour Ashaolu
National University
ECE 443
Professor Susan Baron Ferguson
September 22, 2024
, Field Experience Obsevation 2
Abstract
This paper is a reflection of a field experience at an SUSD Headstart. It starts with me
coming to the classroom. The paper describes my observation of the classroom and the children
while doing my job. Next, the paper will discuss cognitive development, learning theories, and
developmentally appropriate practices. I will finish the paper with a conclusion of the field
experiences and discuss the takeaway from this field experience.
This paper reflects on my field experience at SUSD Headstart. It will discuss the ten elements
that comprise a quality inclusive classroom environment, the five elements of a quality inclusive
curriculum for pre-k children with disabilities, the four elements of quality inclusive teaching
practices, and modifications/adaptations for a culturally or linguistically diverse child or a child
with disabilities, with examples. I will also talk about my observations in the classroom and the
key findings.
The school that I observed was Stockton Unified School District Headstart. The names of the
teachers are Nichollete Mosby and Meagan Clavejo, and contact information is
and
