In its 2010 standards for early childhood professional preparation programs, the National Association for the Education of Young Children (NAEYC) states that high-quality field experiences are key components of the professional preparation of early childhood professionals. Field experiences may include observations, practica, home visits, student teaching, or other planned opportunities provided by a teacher preparation program to support the professional development of preservice teachers.

Both early field experiences (e.g., observing, shadowing, or assisting early childhood professionals) and capstone field experiences (e.g., student teaching, internships) are often framed as sites in which preservice teachers apply and practice using the knowledge and skills learned in campus-based coursework and/or develop professional dispositions, attitudes, and expectations. NAEYC considers field experiences to be not only opportunities to apply and practice campus-based ...