Sara Wilford

BA, Sarah Lawrence College. MSEd, EdM, Bank Street College of Education. Former early childhood and public elementary school teacher; keynote speaker and workshop leader for seminars and conferences on early childhood education; former member, editorial advisory board, Child magazine; contributor to Scholastic, Inc. publications; author, Tough Topics: How to Use Books in Talking with Children About Life Issues and Problems, What You Need to Know When Your Child Is Learning to Read, and Nurturing Young Children’s Disposition to Learn. Roy E. Larsen Chair in Psychology (2001-2006). SLC, 1982–

Course Information

Previous courses

Advisement and Practicum Seminars

The theme of the Advisement Seminar is to explore the connections between early childhood education, childhood education, and the ongoing education of teachers in the content disciplines. The seminar begins with observations of the very youngest children to help us begin to frame continuities and differences. Faculty from the Early Childhood Center and the undergraduate liberal arts faculty help us to think about learning as an ongoing process across ages and stages of development, leading sessions devoted to curriculum and its evolution both for children in classrooms and for us as teachers. We consider intercultural perspectives and themes related to teaching in a diverse society; view videos and films of children in classrooms engaged in drawing, writing, reading, imaginative play, and social-studies explorations; read source material in the content disciplines; and engage in hands-on explorations.

The Practicum Seminar is a yearlong course that supports early childhood and childhood student-teaching experiences and provides opportunities to draw together the ideas, processes, and approaches in early childhood and childhood teaching practice, curriculum development, and instructional planning across content disciplines in prekindergarten through grade two settings and in grades one-through-six classrooms. Issues and questions that arise in student teaching and continue to be present in classrooms and schools will be explored. These include the role of observation and documentation as they inform assessments of children’s learning and of teaching itself; the creation of learning environments for children from birth through grade two and in grades one through six, inclusive of all children across racial, ethnic, socioeconomic, and learning differences; the development of approaches that enable continuity for children between home and school and in their school lives; the development of classrooms as communities of learners; and the exploration of the teacher’s role and approaches to classroom organization and structure that relate to very young and elementary-age children. Other topics of importance in the course are the creation of opportunities and processes for collaboration among teachers, parents, and administrators and the development of strategies to reflect on, renew, and revise teaching with an emphasis on the importance of professional development. The “Practicum Seminar” also supports students in their continued efforts to understand the political nature of teaching, placing emphasis on educating for a democratic society. The roles of the family, school, and community in educating children are explored, as well as  current philosophies and climate regarding home, school, and community relationships. Practicum Seminar students will keep a reflective journal of their field placement and student-teaching experiences, including observation and documentation of children, classrooms, activities, curriculum planning and facilitation, materials, and media. Students will also begin to develop, refine, and share their thinking regarding their master’s project topics.