Early childhood practicum students’ perceptions and experiences of a remote directed fieldwork course during the COVID-19 pandemic

ABSTRACT

Early childhood (EC) education has usually involved in-person teaching and learning. However, the COVID-19 pandemic has imposed remote teaching on EC practitioners and complicated practicum students’ fieldwork experiences. This study explored EC practicum students’ fieldwork experiences in the U.S. during the pandemic and their preparedness for online teaching and technology employment and integration. Participants included 28 students enrolled in Directed Field Experience in Spring 2021. A mixed-methods approach incorporating multiple sources of data, including reflection papers, interviews, and questionnaires, was used. The findings showed that the EC practicum students changed their perceptions of and attitudes toward a remote field experience course and online teaching with young children over the semester. Additionally, EC practicum students’ challenges and professional and academic growth were evident in their reporting. These findings have implications for the development of effective strategies for alleviating EC practicum students’ challenges, facilitating their professional growth, and providing resources to integrate digital technology in their teaching in developmentally appropriate ways.

KEYWORDS:

• Early childhood
• practicum
• fieldwork experience
• technology
• COVID-19 pandemic

Acknowledgments

We acknowledge that there are no financial or non-financial competing interests or benefits that have arisen from the direct application of this research.

Disclosure statement

No potential conflict of interest was reported by the author(s).