A review of studies on early field experiences centers on John Dewey's belief that pre-practice teaching laboratory experiences should foster reflective criticism of educational purposes and instructional methods and result in more effective student teaching experiences. Current studies have indicated that early field experiences, by focusing on how to complete classroom tasks and by excluding consideration of why tasks are important, encourage imitation rather than reflective thinking and experimentation. An effective early field experience program should promote teaching candidates' analytical skills and their teaching concepts and skills. Program designers should consider establishing a content structure, in teaching methods courses, which will serve as a foci for observation activities. Preservice students would be expected to integrate field observation information with formal descriptions and definitions in subsequent coursework, addressing the components of clinical pedagogical knowledge, e.g., diagnosis, communication, planning, managing, and evaluation. (JD)