Early Learning Site Placements

Recent research on workforce development underscores the importance of competency-based preparation. Recording and reviewing video is a major component of the EarlyEdU approach to improving teacher practice. The purpose of the video assignments is for participants to practice what they are learning, observe and reflect on what they do, receive feedback from instructors and peers, and become more competent in those practices. If you and your participants are unable to arrange site placements to complete video assignments, EarlyEdU courses may not be the right fit for your course needs.

Here are some suggestions for helping your participants find sites where they can film their interactions with young children.

Working with Programs

Ideally, your participants will film themselves at their work, practicum, or volunteer sites. Establishing a relationship ahead of time with several sites where participants might complete fieldwork is time well spent. Initiate dialogue with participants and the program staff to define parameters that will work for all involved.

Take time to discuss consent forms with the program staff, directors, and families. Sample consent forms are included with EarlyEdU course materials and provided here. Modify the forms to accommodate programs’ and families’ concerns. Being transparent about the process with programs may help reassure them.

Sample Participant Forms

• Parent Permission – Media Release Example – English
• Parent Permission – Media Release Example – Spanish
• Site Participation Agreement
• Site Recording Permission Form

Create an agreement that establishes a clear policy for how participants can work with video and have all participants sign it. Your policy may include defining what can be filmed, where video will be stored on personal devices, and when it will be deleted. Consider sharing this agreement with programs, too. For programs that refuse to allow filming, ask them if they would allow audio recordings instead. Audio recordings can capture a lot of information about teacher-child interactions and provide opportunities for feedback and reflection.

Whether participants are filming video or making audio recordings, the focus should be the participant, not the children. As long as the participant’s practices can be clearly observed, it doesn’t matter if, for example, children are shown only from the back.

Finding Alternate sites

Your participants may have other opportunities to work with children in their communities. The local YMCA, faith-based children’s programs, music classes, or even groups of neighborhood children might be options. Children should be the appropriate age. You may have to modify elements of some assignments, but the alternative sites should provide a similar range of opportunities for working with children as other early childhood settings.