This section is where students demonstrate their acquired and growing skills, their ability to put theoretical/in class learning and discussion into practice and where they will demonstrate their professional skills as early childhood educators, colleagues, and contributing members of effective early years teams.
Headings Students will use the following headings to reflect and organize the learning they are demonstrating.
- Professional skills: Reliability, punctuality, communication skills, problem solving, contributions to team, initiative, reflective practice and ability to listen to and adapt practice based on constructive feedback, etc.
- Practical Skills: Responsive/Relational Care of young children, roles, duties, tasks etc.
Resources
To better understand and plan for building evidence in this section please refer to:
- BC Child Care Sector Competencies
- ECED 1200 Moodle Section: Professional Foundations
- ECED 1350 Moodle Section: Observation
- ECED 1330 Child Guidance
- CYCA 2500 Human Development Birth to Age 8
- ECED 1340 Interpersonal Communication
Evidence of learning
Professional skills:
● Punctuality: Punctuality is a cornerstone of professionalism, setting the tone for
success in the workplace. As a professional, consistently arriving on time
demonstrates respect for colleagues, to the children, and families. Beyond mere
Promptness and punctuality speak volumes about reliability and commitment to
excellence. Being punctual ensures smooth operations, fosters trust, and enhances
one’s reputation as a dependable professional. Beyond mere promptness, punctuality
speaks volumes about reliability and commitment to excellence. Being punctual
ensures smooth operations, fosters trust, and enhances one’s reputation as a
dependable professional. I had always made it my mission to be on time and ensure
that I was prepared for the day. As doing this this made it easier to be more prepared
to share the responsibilities of the day. If I did miss a day, I made sure to alert my
mentor with time and my practicum partner about my absence for an illness.
● communication skills: Effective communication skills are the cornerstone of success
in both personal and professional endeavors. From expressing ideas clearly to
actively listening and understanding others’ perspectives, strong communication skills
are essential for building relationships, resolving conflicts, and achieving common
goals. I know personally I need to be more active in asking questions towards my
mentor about things that may confuse me or just feedback in general. Contributing my
own voice to the team is important and needed. Being more assertive and
communicating is something that I would need to work through as I grow as a
professional. I have tried my best to express the needs that I need at that moment
regarding practicum. I do realize I need to work on my own assertiveness regarding
my needs, but I do try to express those concerns if I have some to my mentor.
● problem-solving: Problem solving: During my time at practicum from class, I would
try to express the techniques and strategies to help guide the children. Seeing if
the children are able to sort the issue out with their own abilities or if they need a little
assistance from me. I tried to learn from my mentor and other staff about ways in
which I can better myself as a future educator and grow as a person.
● contributions to team: As a Future educator, contributing to the team goes beyond
the classroom walls—it’s about fostering collaboration and creating enriching learning
environments for all. One impactful way that I was able to contribute is through
thoughtful planning and preparation of activities and materials. Putting the activities
on the tables so that they are able to access them. Restocking the paints in the room
and storing them away. Putting the artwork away inside the cubbies of the children so
that families are able to take them home. I would help the task of the room, like
cleansing tables and bathrooms. These are the ways in which I was able to contribute
to the team.
● Ability to listen to and adapt practice based on constructive feedback: I was able
to embrace constructive feedback with openness and a willingness to learn and
evolve my own learning. Mary does an amazing job at observing my skills and
relying on the things that I need more work on. For example, when I was trying to help
two children solve an issue that escalated to the point of pinching and yelling. I was
able to use the techniques that I learned in class and stop the situation from going
further. The end result was a child walking away angry. Mary had come to me and
stated that this was the best outcome; children need time to process their own actions
so walking away is the best. She did suggest that I become more stern and firm when
it came to my own presence as an educator. It was seen that my voice was not stable
and firm enough but in these situations children need that sternness so that they do not
proceed to hurt their friends. She also gave me pointers on language to use in these
situations to help guide children.
● Practical Skills: Responsive/Relational Care of young children, roles, duties, tasks
etc.–
I discussed and asked questions to my mentor about the Juniper room. She had
stated that Cariboo is a childcare facility that focuses on play-based program
that fosters respect through a sense of belonging. I tied to ask questions about
how to guide and learn about as a student Cariboo’s philosophies. By learning
about what play-based and belonging means to my program has opened my
own growth as a student. Seeing the other educators and collaborating with
them has made me understand what their philosophy means. Reading over the
handbook that was set out as well helped me learn about the program’s
philosophy.
I have tried my best to express the needs that I need at that moment regarding
practicum. I do realize I need to work on my own assertiveness regarding my
needs, but I do try to express those concerns if I have some to my mentor.
My program is an outdoors program, so my mentor made sure to advise us that
comfortable and good winter gear is necessary for this program because most
of our days are outside if the day allows. So I made sure to purchase clothing
that was acceptable and warm for the winter so that I could model that to the
children as well. And making sure to change into my indoor shoes to
demonstrate that as well.
I was told that Cariboo has a policy that regards cell phones, so we are only
allowed to use it when taking photos for our websites. I made sure to adhere to
this rule as well. And taking water in water bottles to model that behavior to
children as well. With regards to professional communication, I was told by
My mentor said that language is an important and professional skill that is needed.
For example, because Cariboo Juniper room is an outdoor program’s language
regarding weather is important. Mary had expressed there is no such thing as
bad weather, just bad clothing. So, language regarding weather is important, so
I tried my best to encourage this philosophy towards the children. If I heard
that children thought differently, I may join in and offer different words or
thoughts that could show the children differently about the weather.–
I tried my best to foster positive relationships with parents and educators, not only
to create a sense of community but also ensure the holistic well-being and
academic success of the children. So because of this, I tried to see how the
other educators spoke with parents and learnt about it. Knowing the parents as
well was something that I did to better my own learning.
Communicating about different approaches to guidance for children with my
mentor was a way in which I tried to better the environment for the children
but also for me as a student to better grasp the idea of the role of the educator.
During this time at practicum, my mentor mentor did discuss with Ai lun and I that our responsibilities would change just a little.
Taking over Lunch Tables: We would be responsible for the lunch tables. making sure the children had washed their hands and handing their lunch tickets to us and handling the lunch to the children. making sure the children were being safe when they ate.
Transitions: Ai lun and I would be making the calls for transitions. My mentor wanted us to be able to see when it was time for transitions, for example, making the transition from nap time to afternoon snack and deciding whether the snack would be inside or outside.
Snack: I was responsible for snack with Ai lun. We were in charge of retrieving snacks, handling snacks, and inviting the children when snack was ready. Making sure the children were being safe when they were at the snack table and guiding them when needed.
Settting up the room: Before lunch, I would help when needed setting up the beds and putting away the toys that were taken out. Putting out the lunch bowls and names at the tables for the children to be able to find where they are sitting for lunch. Rest time jobs after my lunch break: putting out the materials that the children would use after their nap and restocking the room with materials when needed.