Spring 2025 Early Childhood Education Practicum Application Logo

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    Early Childhood Education Practicum Application

  • The Education Department offers two different practicum courses, EDU 251 for the Early Childhood Education Associate Degree program, and EDU 109 for the Early Childhood Education Certificate program.  This application will help to confirm that you will be registered for the correct practicum at the recommended time in your program. 

    Please be sure to note the following important guidelines before completing this application:

    • EDU 251 Guidelines 
      • Students must be in good academic standing and must have their eligibility confirmed before being able to register.

      • EDU 251 should be taken in students' last semester before graduating.

      • EDU 101, EDU 104, EDU 122* (formerly PSY 122), and EDU 153 are the prerequisites for EDU 251 and must be successfully completed with a C or better before registering for the practicum. Students will not be approved to register for EDU 251 before having completed these courses. Please do not fill out this application if you still need to complete these courses.

       

      * Please note that ENG 101 eligibility is a requirement for EDU 122.

    • EDU 109 Guidelines 
      • Students must be in good academic standing and must have their eligibility confirmed before being able to register.

      • EDU 122* (formerly PSY 122), EDU 101** and EDU 102** are prerequisites for EDU 109 and must be successfully completed with a C or better before registering for the practicum.  Students will not be approved to register for EDU 109 before having completed this course.  Please do not fill out this application if you still need to complete these courses.

       

      * Please note that ENG 101 eligibility is a requirement for EDU 122.

      ** EDU 101 and/or EDU 102 may be taken concurrently with EDU 109.

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    Early Childhood Education Practicum Application

  • The practicum course required for your program is EDU 251.

    Building upon the foundational skills acquired from previous coursework and field experiences, this advanced practicum focuses on play-based curriculum implementation and assessment in early childhood education. Students will take on increasing responsibilities, including planning, designing and delivering developmentally appropriate learning activities across all curriculum areas and domains of development and assessing children’s development and progress. Through hands-on experience and mentorship, students will have the opportunity to identify and practice a range of strategies for engaging with children in one-on-one, small group, and large group scenarios, collaborating with colleagues and families to create supportive learning communities, supporting children’s development of executive function, critical thinking, and problem-solving, applying principles of Universal Design for Learning (UDL), and making meaningful contributions to children’s learning and development. Students must successfully complete a minimum of 150 hours of direct work with infants, toddlers, or preschoolers (birth–age 8) in an approved school or community setting over at least an eight-week period.
     
    In conjunction with classroom placements, students will participate in a seminar designed to deepen understanding of child development theories and their practical applications in educational settings. Seminar sessions will provide a forum for students to explore advanced topics related to curriculum planning, engagement and instructional strategies, and assessment methods. Through collaborative discussions, case studies, and hands-on activities, students will deepen their understanding of how to design developmentally appropriate curriculum, differentiate instruction to meet diverse needs, and assess children’s progress effectively. Additionally, the seminar will address emerging trends and issues in early childhood education, providing students with opportunities to engage in critical reflection and dialogue about their evolving roles as educators. This practicum and seminar format integrates practical experience with theoretical knowledge and strategies, preparing students to excel as competent and reflective early childhood educators.

  • The practicum course required for your program is EDU 109.

    This practicum and seminar course offers early childhood education students an immersive experience in real classroom settings, focusing on observation and engagement strategies. Under the guidance of experienced mentors, students will spend time in diverse early childhood environments. Students will learn to recognize individual learning styles and dispositions, cultural influences, and behavioral dynamics within groups of young learners. Emphasis will be placed on building positive relationships with children, collaborating with teachers and families, and fostering inclusive and supportive learning environments. Students must successfully complete a minimum of 150 hours of direct work with infants, toddlers, or preschoolers (birth–age 8) in an approved school or community setting over at least an eight-week period.
     
    In conjunction with classroom placements, students will participate in a seminar designed to deepen understanding of child development theories and their practical applications in educational settings. The seminar will provide a platform for students to reflect on their observations, share insights, and engage in discussions about best practices in early childhood education.  Through this integrated approach, students will develop a comprehensive understanding of the roles and responsibilities of early childhood educators, laying a solid foundation for their future teaching practice.

  • You do not need to register for a practicum through the Education Department and do not need to submit this application.  Please contact Education Department Chair, Professor Michelle Dobrin, with any questions you may have.

  • Please note:  Practicum students work in a childcare or classroom settings for a minimum of 150 hours over the course of the semester (approximately 12 hours per week).  These hours are in addition to regular employment hours and will need to be completed when students are able to interact directly with children. (i.e. Hours cannot be completed during children's nap times.)

  • Please note:  Students may complete their practicum at their place of employment; however, they will need to spend their 150 practicum hours in a single classroom with a single Mentor Teacher and will not be able to serve as a "floater" during practicum hours.

  • Please provide some information about your educational and career goals. This information will help to ensure that your practicum aligns with your goals, as well as state teacher certification and licensure regulations.

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    Practicum Guidelines and Memorandum of Understanding (MOU)

     
    Please be sure that you read and understand the following practicum guidelines.
     
    • MCC students are responsible for finding and securing their own practicum sites.  This allows students to find practicum sites that best match their individual needs.  Students are also responsible for identifying a Mentor Teacher under whose direct supervision they will complete the practicum.  

    • Teacher candidates are required to complete any and all background record checks (ex. CORI, SORI, fingerprinting) as required by practicum sites. Suitability for working with children is at the discretion of practicum sites.

    • Student Teachers (Teacher Candidates) are required to engage in (and document) a minimum of 150 hours of direct work with young children in an approved (by MCC) early childhood education school or community setting. For teacher certification purposes, young children are defined as under the age of seven and not yet enrolled in first grade. It is recommended that teacher candidates spend approximately 12 hours each week at their practicum sites in order to take full advantage of the experience. 

    • Teacher candidates must complete the entire practicum in a single classroom and with a single mentor teacher; they may not split time between classrooms.

    • Practicum programs must be MA EEC licensed, in good standing, and have been in operation for at least 2 years. 

    • Teacher candidates are encouraged (but not required) to seek placement sites that are NAEYC accredited. 

    • Teacher candidates are additionally required to complete all assignments and attend all seminars that accompany the practicum experience. 

    • Mentor teachers must hold a valid MA EEC Lead Teacher certification (or MA DESE Early Childhood license) and have served in the lead teacher role for at least 5 years. 

    • Teacher candidates are permitted to complete their practicums at their place of employment with permission of MCC faculty and their site director/administrator. Teacher candidates may be paid for their practicum hours if they are employed by the site and at the discretion of their employment supervisor. 

    • Teacher candidates DO NOT count in teacher/child ratios unless they are employed by the site. Teacher candidates are never allowed to be left alone with children unless they are employed by the site.

    • Mentor teachers and teacher candidates are expected to meet weekly to discuss curriculum planning and the ongoing evaluation of the teacher candidate’s progress. 

    • Teacher candidates must plan any and all curricula and activities to be implemented in collaboration with the mentor teacher.

    • While each practicum is highly individualized, teacher candidates are generally expected to progress from observing to working with individuals and small groups of children to planning and teaching full class activities, applying what has been learned throughout their coursework and previous fieldwork experiences. 

    • Teacher candidates are required to show proof of MA Mandated Reporter Training completed within one calendar year of beginning the practicum.

  • If you have further questions that have not been answered above, please contact MCC Education Department Chair, Professor Michelle Dobrin, at dobrinm@middlesex.mass.edu.

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