FIELD STUDY 1

THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

 FS 1 The Learner’s Development and
FIELD STUDY Environment
COURSE DESCRIPTION

This course is designed to help the Field Study. Students verify the behavior of the child
in the actual learning environment. It will require them to recognize feasible approaches to
facilitate learning considering the learner’s different phases of development and social
environment.
Field Study 1 can be anchored on these professional education subjects:
• Child and Adolescent Development
• Facilitating learning
• Social Dimensions of Education
GENERAL OBJECTIVES
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and
emotional development of the children or adolescents as manifested in the actual
classroom setting.
2. Observe and reflect on the different approaches employed by the teacher in dealing
with learners in the different stages of development.
3. Analyze how the teaching and learning process should be conducted considering the
different phases of child development.

FOCUS SPECIFIC TASK LEARNING EVIDENCE DOMAIN COMPETENCIES

School as a EPISODE 1
Learning • Visit a school; look into its An illustration of a Learning Determines an
Environment facilities and areas that school that is Environment environment that
support learning (i.e., supportive of provides social,
classroom, library, learning or a “child- psychological and
playground, and friendly school” physical
canteen). through any of the environment
• Describe the school following: supportive of
environment A descriptive Curriculum learning.
• Prepare an observation paragraph
log A photo essay

Learner’s EPISODE 2
Characteristics “YOU AND I
and Needs ARE DIFFERENT”
• Observe 3 groups of Narrative description Diversity of Differentiate learners
learners from different of Diversity among Learners of varied
levels. children characteristics and
• Describe each group of needs
learners based on your
observations
• Validate your
observation by
interviewing the learners
• Compare them in terms
of their interests and
needs.

Field Study 1: The Learner’s Development and Environment | 2

Classroom EPISODE 3
Management “IN NOT OUT”
and Learning • Observe a class Checklist on Learning Manages time,
• Using a checklist, find out classroom Environment space and
the evident classroom management resources to provide
components components an environment
• Describe how the appropriate to the
classroom is structured/ Photo Diversity of learners and
designed to allow documentation of Learners conducive for
everyone to participate the classroom learning.
in the learning activities setting
• Relate the data in your
checklist to the learner’s Reflection paper on
behavior activities that allow
• Reflect on how inclusively rather
classroom management than exclusively
affects learning. among learners

Individual EPISODE 4
Differences and • Observe a class on a Narrative description Diversity of Recognizes cultural
the Learner’s regular day of Diversity among learners backgrounds of
Interaction • Take note of children learners when
characteristics of the providing learning
(social and learners in the class Description on how opportunities.
cultural diversity) focusing on gender and the teacher instills
cultural diversity among children the
• Interview our resource values and
teacher about principles knowledge on
and practices that differences on
he/she uses in dealing gender, social and
with diversity in the cultural background
classroom.

Individual EPISODE 5
Differences and • Observe learners of Reflection on the Diversity of Determines,
the Learner’s different learning abilities interaction of learners understands and
Interaction but the same grade/year learners despite accepts the
• Interview them to gather differences learners; diverse
(Difference in their background background
the ability level) information Learner’s profile
• Observe them as they Relates the learner’s
participate in a Narrative Report background to their
classroom activity performance in the
• Write the narrative classroom
report.

Home-School EPISODE 6
Link “CONNECT ME”
• Select a learner from the Home visitation Community Reflects on the
class that you have report linkages impact of home and
observed family life to learning
• Conduct a home visit to Reflection on the
your selected learner impact of home and Learning
• Describe the family in Family life to Environment
terms of learning
-number of siblings
-number of siblings in
school
• Interview the parents
about
1. Rules they implement
at home concerning
their child’s schooling
2. The learner’s activities
and behavior at
home

Field Study 1: The Learner’s Development and Environment | 3

 FS 1 The Learner’s Development and
FIELD STUDY Environment
Episode 1 SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student: __________________________

Course: _____________________
Resource Teacher: __________________________
Cooperating School: __________________________

My Target
At the end of this activity, you will be competent in determining a school environment
that provides social, psychological, and physical environment supportive of learning.

My Map
A general observation of the campus and the classroom is an exciting way to start
your observation. Your mission is to do the following tasks:

1. Visit a school. Look into

2. Accomplish the checklist
facilities and support learning
as you move around the
areas in the campus, then in school premises.
the classroom.

4. Make a reflection on the

3. Based on your gathered
characteristics of a school
data in the checklist, describe
environment that promotes
the school environment.
learning.

5. Present your idea of a good school

environment through any of these:
a) descriptive paragraph;
b) photo essay
c) sketch or drawing
d) poem, song or rap

Field Study 1: The Learner’s Development and Environment | 4

 My Tools
As you move around the campus. Activity forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.

SCHOOL FACILITIES CHECKLIST (EXTENSION CAMPUS)

Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available on
the last column.

FACILITIES AVAILABLE NOT AVAILABLE DESCRIPTION

Office of the Principal

Library

Counseling Room

Canteen/Cafeteria

Medical clinic

Audio Visual/Media
Center

Reading center

Speech laboratory

Science laboratory

Gymnasium

Auditorium

Home Economics Room

Industrial Workshop area

PTA Office

Comfort room for boys

Comfort room for girls

Computer laboratory

An Observation Guide for the CLASSROOM VISIT

Field Study 1: The Learner’s Development and Environment | 5

 Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.
1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the furniture is arranged. Where is the teacher’s table located? How are
the tables and chairs/desks arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX

DESCRIPTION
CLASSROOM FACILITIES
(location, number, arrangement, condition)

1. Wall displays
2. Teachers table
3. Learner’s desk
4. Blackboard
5. Learning Materials
6. Lightings
7. Book shelves
8. teacher’s stand
9. Fan
10. Broom Stand

Write your observation report here:

Name of School Observed: ________________

Location of the School: ________________
Date of visit: ________________

Field Study 1: The Learner’s Development and Environment | 6

My Analysis

1. How do the school and the classroom in particular impact on the learning of the
students going to school? What are your conclusions?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. How does this relate to your knowledge of child and adolescent development/ how
does this relate to your knowledge of facilitating learning?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

My Reflection

1. Would you like to teach in the school environment you just observed? Why? Why not?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What kind of school campus is conducive to learning?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. What kind of classroom is conducive to learning?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4. In the future, how can you accomplish your answer in number 3?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. Write your additional learning’s and insights here:

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Field Study 1: The Learner’s Development and Environment | 7

MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT

Field Study 1: The Learner’s Development and Environment | 8

 FS 1 The Learner’s Development and
FIELD STUDY Environment
Episode 2 LEARNER’S CHARACTERISTICS AND NEEDS

Name of FS Student: ___________________________

Course: ___________________
Resource Teacher: ___________________________
Cooperating School: ___________________________

My Target
At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.

My Map
To reach your target, do the following tasks:

STEP 1
Observe 3 groups of learners from different
levels. (preschool, elementary and high
school)

STEP 2
Describe each of the learners based on your
observations.

STEP 3
Validate your observation by interviewing the
learners.

STEP 4
Compare them in terms of their interests and
needs.

Field Study 1: The Learner’s Development and Environment | 9

My Tools
Use the activity form provided for you to document your observations.

An Observation Guide for the Learner’s Characteristics

Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation checklist
if a more detailed observation is preferred

PHYSICAL
1. Observe their gross motor skills. How they carry themselves. How they move, walk,
run, go up the stairs. Etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What to do they talk about? What are their
concerns?

EMOTIONAL
1. Describe the emotional disposition or temperament of the learners (happy, sad,
easily cries ,mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
self-conscious?

COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.

Field Study 1: The Learner’s Development and Environment | 10

 Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at different
levels.

Development Preschooler Elementary High school

Domain 3-5 years old 6-12 years old 13-17 years old

Physical

Gross-motor skills

Fine-motor skills

Self-help skills

Social

Interaction with
teachers

Interaction with
classmates/
friends

Interests

Emotional

Moods and
temperament,
expression of
feelings

Emotional
independence

Cognitive

Communication
skills

Thinking skills

Problem-solving

others

Field Study 1: The Learner’s Development and Environment | 11

 My Analysis
Write the most salient developmental characteristics of the learner you observed. Think
of the implications, as the teacher, based on these characteristics.

Level Salient characteristics observed Implications to the Teaching-Learning Process

Preschool
3-5 years old

Elementary
6-12 years old

High school
13-17 years old

My Reflection

1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you? Remember

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

3. Which is your favorite theory of development? How can this guide you as a future
teacher?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

Field Study 1: The Learner’s Development and Environment | 12

 FS 1 The Learner’s Development and
FIELD STUDY Environment
Episode 3 CLASSROOM MANAGEMENT AND LEARNING

Name of FS Student: ______________________

Course: __________________

Resource Teacher: __________________

Cooperating School: __________________

My Target
At the end of this activity, you will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive to
learning.

My Map

1. Observe a class

2. Using a checklist, find out the evident classroom components.

3. Describe how the classroom is structured/designed to allow everyone to

participate in the learning activities.

4. Relate the data in your checklist to the learner’s behavior.

5. Reflect on how classroom management affects learning.

To reach your target, do the following tasks:

Field Study 1: The Learner’s Development and Environment | 13

My Tools

Use the activity form provided for you to document your observations.

An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom
management. It is also good to ask the teacher for additional information so you can
verify your observation. Write your notes below, and then organize your data in the
table that follows:

1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions is off-task, what does the teacher do?
(behavior strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior strategies)

OBSERVATION NOTES:

Field Study 1: The Learner’s Development and Environment | 14

 CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom
Description Effect on the Learner
Management

1. Specific Areas in
the classroom

2. Classroom Rules

3. Classroom
Procedures

4. Daily Routine

5. Seating
Arrangement

6. Handling
misbehavior/
off task behavior

7. Reinforcement of
positive behavior

My Analysis

1. How did the classroom organization and routines affect the learners’ behavior?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?

_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

Field Study 1: The Learner’s Development and Environment | 15

 3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?

_______________________________________________________________________
_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

My Reflection

1. Imagine yourself organizing your classroom in the future. In what grade/year level do
you see yourself? What routine and procedures would you consider for this level?
Why?

2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?

3. Should learners be involved in making class rules? Why?

Field Study 1: The Learner’s Development and Environment | 16

 FS 1 The Learner’s Development and
FIELD STUDY Environment
Episode 4 INDIVIDUAL DIFFERENCES AND THE LEARNER’S INTERACTION
(SOCIAL AND CULTURAL DIVERSITY)

Name of FS Student: ______________________

Course: ______________________
Resource Teacher: ______________________
Cooperating School: ______________________

My Target
At the end of this activity, you will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.

My Map
The learners’ individual differences and the type of interaction they bring surely affect
the quality of teaching and learning. This episode is about observing and gathering data to
find out how student diversity affects learning. To reach your target, do the following tasks:

OBSERVE.
•Observe a class in different parts of a school day.
(beginning of the day, class time, recess etc)

TAKE NOTE.
•Describe the learners in terms of age, gender and asocial
cultural diversity.
•Describe the interaction that transpires inside and outside
the classroom.

INTERVIEW.
•Interview your resource teacher about the principles and
practices that she uses in dealing with the diversity in the
classroom.
•Analyze the impact of individual differences on learners’
interaction.

Field Study 1: The Learner’s Development and Environment | 17

 My Tools
Use the activity form provided for you to document your observations:

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided on the next page.
1. Find out the number of students; gather data as to their ages, gender, and racial
groups, religious and ethnic backgrounds.
DURING CLASS:
1. How much interaction is there in the classroom? Describe how the students interact
more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
complete against each other?
4. Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help them? Or do they raise their hands so that the teacher will call
them instead?
OUTSIDE CLASS:
1. How do the students group themselves outside the class? Homogeneously, by age? By
gender? By racial or ethnic groups? Or are the students in mixed social groupings? If
so, describe the groupings.
2. Describe how the learners interact with each other? What do they talk about?

OBSERVATION REPORT
Name of the School Observed: ______________________
School Address: ______________________
Date of Visit: ______________________

Field Study 1: The Learner’s Development and Environment | 18

My Analysis

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

2. Are students coming from minority group accepted or rejected by the others? How is
this shown?

3. How does the teacher influence the class interaction considering the individual
differences of the students?

4. What factors influence the grouping of learners outside the classroom?

Field Study 1: The Learner’s Development and Environment | 19

My Reflection

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?

2. In the future, how would you want the learners in your classroom to interact? How will
you make this happen?

3. How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?

Field Study 1: The Learner’s Development and Environment | 20

 FS 1 The Learner’s Development and
FIELD STUDY Environment
Episode 5 INDIVIDUAL DIFFERENCES AND THE LEARNER’S INTERACTION
(DIFFERENCE IN THE ABILITY LEVEL)

Name of FS Student: ______________________

Course: ______________________

Resource Teacher: ______________________

Cooperating School: ______________________

My Target
At the end of this activity, you will be competent in determining, understanding and
accepting the learner’s diverse background. You can also easily relate the learner’s
background to his/her performance inside and outside the classroom.

My Map

To reach your target, do the following tasks:

Observe two or
Write a narrative
more learners of Find out some Observe them as
report and a
the different information they participate
brief reflection
abilities but from about their in a classroom
on your
the same grade background. activity.
experience.
or year level.

Field Study 1: The Learner’s Development and Environment | 21

My Tools
Use the activity form provided for you to document your observations.

An Observation Guide for Individual Differences

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that
seem to be behind.

3. Validate your observations by asking the teacher about the background

(family, socio-economic, presence of some learning disability, etc.) of these
children.

4. Observe the behavior of both the high achieving and low achieving learners.
Note their dispositions, pace in accomplishing tasks, interaction with teacher,
and interaction with others.

5. Observe the teacher’s method in addressing the individual learning needs of

the students in his/her class.

OBSERVATION NOTES:

Field Study 1: The Learner’s Development and Environment | 22

 The Learner’s Development Profile

Name of the learner: a Age:

School: a a a Gender:
Date of Birth:
Grade/ Year Level:

FAMILY PROFILE
Number of Siblings:
Birth order:

PARENTS
Mother: aaaaaaaaaaaaaaa Father:
Age: Age:
Occupation: a Occupation:
Educational attainment: a Educational attainment:

NARRATIVE REPORT

Name of the School Observed: ______________________

School Address: ______________________
Date of Visit: ______________________

Field Study 1: The Learner’s Development and Environment | 23

My Analysis

1. Did your observation match the information given by the teacher? Were you able to
correctly identify who among the students performed well and who did not? What
behavior helped you identify them? (Volunteering to answer responding to teacher’s
directions, etc.)

2. Describe the differences in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those that are not?

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher?

My Reflection

1. Recall the time when you were in the elementary or high school. Recall the high and
low achievers in your class. How did your teacher deal with differences in abilities?
Was your teacher effective?

2. With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both
the high and low achievers in your class?

Field Study 1: The Learner’s Development and Environment | 24

 FS 1 The Learner’s Development and
FIELD STUDY Environment
Episode 6 HOME-SCHOOL LINK

Name of FS Student: ______________________

Course: ______________________
Resource Teacher: ______________________
Cooperating School: ______________________

My Target

At the end of this activity you will gain competence in reflecting on the impact
of home and family life to learning.

My Map

To reach your target, do the following tasks:

Select a
Conduct a
learner from
home visit to Describe the Interview the
the class that
your selected family. parents.
you have
learner.
observed.

Field Study 1: The Learner’s Development and Environment | 25

 My Tools
Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/ interview. Then write your
observation report on the provided space.
The Learner
1. Make a general observation of the learner. Describe him in each of the domains of
development.
v Physical-body built and height (thin, chubby, underweight, overweight) level of
physical activity (fast, slow, lethargic, active, etc.)
v Social-interaction with teachers and classmates (loner, shy, sociable, friendly,
gets into fights, likes by others, etc.)
v Emotional moods, temperament, cry easily, lose temper, happy, show
enthusiasm, excited, indifferent, etc.)
v Cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, showing reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? Agree on?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. ( home is orderly, family
pictures in the living room)
2. Use the interview questions on the next page. Just ask the questions with which you
feel comfortable.

Field Study 1: The Learner’s Development and Environment | 26

 The Learner’s Development Profile

Name of the learneraa a Age:

School: a a a Gender:
Date of Birth:
Grade/ Year Level:

FAMILY PROFILE
Number of Siblings:
Birth order:

PARENTS
Mother: aaaaaaaaaaaaaaa Father:
Age: Age:
Occupation: Occupation:
Educational attainment: a Educational attainment:

PHYSICAL DEVELOPMENT

SOCIAL DEVELOPMENT

EMOTIONAL-MORAL DEVELOPMENT

COGNITIVE DEVELOPMENT

FINDINGS

CONCLUSIONS

RECOMMENDATIONS

Field Study 1: The Learner’s Development and Environment | 27

 Parent Interview Guide

Name of learner:
Date of Birth: a Age:
Grade/ Year Level: Gender:
Number of Siblings:
Birth order:

Parents
Mother: Father:
Age: Age:
Occupation: Occupation:
Educational Attainment: Educational Attainment:

LEARNER’S PHYSICAL ASPECT:

Is the child healthy?

Mother’s health during pregnancy with the learner?

Ailments or health problem of the learner as a child?

Age of the learner when he started to walk/talk?

Food preferences of the learner as a child and at present?

Who took care of him/her as a child?

LEARNER’S SOCIAL ASPECT:

Describe your child sociability (friendly, outgoing or shy, loner)

Who were the learner’s playmates?

As a child then was he/she allowed playing outside?

Is he/she allowed to go out with friends?

Do you have rules for him/her to follow regarding going out? What are these rules?

Field Study 1: The Learner’s Development and Environment | 28

EMOTIONAL –MORAL ASPECT:
What are your expectations of your child?

How do you provide a nurturing environment for your child?

Does your child go to you when she/he feels down or has a problem? What do you do to
meet his/her emotional needs?

What do you do when he/she is not successful in something?

How do you discipline your children?

Do you have rules in the house? What are they?

How do you impose the rules?

What are the consequences of breaking the rules?

LEARNER’S COGNITIVE ASPECT:

What are the child’s interests?

What is he/she good at in school?

In what subject does he/she have difficulty?

How do you monitor his/her performance in school? How do you motivate him/her?

Do you have rules at home to help him develop good study habits? What are these rules?
How are they implemented?

Field Study 1: The Learner’s Development and Environment | 29

 My Analysis
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.

2. Relating your data with what you learned from child development, what family factors
do you think contribute to the development and over-all adjustment of the learner in
school?

3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?

My Reflection

1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?

2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?

Field Study 1: The Learner’s Development and Environment | 30