The purpose of this research study was to better understand the learning process related to experiential learning that occurs for early childhood education students in the early childhood education capstone course. Limited research exists on the nature of learning that occurs in the early childhood education capstone experience. A basic interpretive qualitative design was used for this investigation. Seven students enrolled in an early childhood capstone course at a community college were interviewed for the study. Qualitative methods were used to collect data from the students via interviews. Each participant engaged in three interviews, resulting in a total of 21 interviews. Each participant was interviewed by phone and digitally recorded for accuracy.
An analysis of the data revealed that the nature of learning that occurs during the early childhood capstone course is experiential. The theoretical framework for this study was derived from the research on teacher education, early childhood education, and adult learning. The three concepts that emerged from this study are (a) influence on students' learning, (b) perception of students' learning, and (c) the nature of learning.
|Advisor:||Johnson, Laura Ruth|
|Commitee:||Jeria, Jorge, Kenney, Maylan Dunn|
|School:||Northern Illinois University|
|Department:||Counseling, Adult and Higher Education|
|School Location:||United States -- Illinois|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Community college education, Adult education, Early childhood education, Teacher education|
|Keywords:||Capstone course, Early childhood, Field experience, Illinois, Student teaching, Teachers|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be