Journal updates for Practicum – Yaquelin Cisneros

January 2024

This day was a the first time that I had a group circle time. Circle time in the Juniper room is not a regular role that is practiced or done. But there are times that we do have circle time usually when transitions are not going very well or when the children want to. This day I was asked to read a book to a child on the swing because they wanted some time to sit and read. As time went on more children joined the reading circle. This act reminded me of Deb’s class she had stated that forcing children to join circle time does not have a good outcome. But encouraging and letting children know that they can join anytime can let children choose what they wanted to do. As I saw more children joining the circle time I and the other educators expressed to the other children they could join the reading circle anytime they wanted. This was my first circle time it was very nerve racking, especially when it came to trying to rearranging myself and the children. The children kept complaining that they could not see the book. Which made me nervous that some were going to become frustrated with me for that. But Britany a Educator in the Juniper room kept giving me tips on how to rearrange the children and I and how to read the book. It was very helpful to hear the tip of reading first then showing the book. This moment as well had made me feel proud as a student because it showed how much my relationship with the children had changed. Before in December I had some experience reading some book but then the children would lose interest but this moment they all stayed till the end. This moment was a changing point to how I saw my relationship with the children. They were now coming to me to read book and even in groups.

January 2024

Our first practicum was a time when we were still learning about different roles in the Juniper room. This semester Mary had progressed our learning to learn new roles in the room and ones of those roles was taking over lunch and snack time. This was always a role that made me nervous as I know that each child knows how to handle their foods but it worried me that something may happen especially during snack time as they are in a rush to go play again. Mary had assured me about this role and gave us tips about the responsibility one should have. It reassured me and made me more confident. after I did snack I learnt about how to be when doing this role and really showed my own self the growth that was happening during snack time and lunch. Knowing the children was also an important aspect to this new role as I became more familiar and built those bonds. I learnt which children did well together and what they like for snack and portion size. This learning experience opened up building stronger bonds with the children as they learned that Ai lun and I were the ones doing snack. I learned more about the children and their personalities.

February 2024

The Juniper room is an outdoors program and we do not spend much time indoors but it is always after rest time that we stay indoors. Usually during rest time Ai lun and I do rest time jobs before the children wake up. After those jobs are complete and materials are set out for the children we invite the children that have awoken to those different station. We limit certain areas just because the beds are set up around the room and some are still resting so we like to give those children time to sleep. The children are limited for the first half of rest time but once a large group have awaken they can explore and do different station. I do feel like there is a difference in the energy when we are inside rather than outdoor. I do see that there are more restriction to things. For example, like keeping our voices down or no running around the room. I understand these rules but it does make guiding children a little more harder. Those transitions for the children from rest time to doing activities is a difference from the transition from inside to outside. but there is so much benefits that I have seen from being indoors that outdoors may limit. Is the relationship building and bonding with the children. Because we are in a smaller confined space being with the children is more open. Where’s when you are outdoors the space is larger and watching for children’s safety becomes a priority but does not limit the relationship building but does make it a little bit harder. Indoors is a space where that allows to take that time to really build more solid relationships.

March 2024

Juniper room is a outdoors program and the program makes its mission to help the children become more connected to the land around them. During the semester the Juniper room takes hikes regularly around the TRU Campus. The children love going on these hikes, it amazes me the trust I see the educator show to the children. The children know the boundaries and rules that comes from these hikes and walks. The sense of place and belonging I see foster from these hikes is such a learning opportunity and aspect I hope to carry on with me with my own journey as a future educator. Getting to know Kamloops from different angles and seeing the children experiences the differences of nature is amazing. The hikes are something that I enjoy going on and learning about the different places the children enjoy and have connections to. For example the pirate ship or the fairy house, learning about the different stories that come from their shared memories and shared experiences is such a amazing thing to see.

September 2024

During my practicum, I focused on building relationships and connecting with the children. One of the things we would do was going on walks to the pirate ship tree. As we made our way toward the TRU hills, the children would often ask questions and chat with each other about the route we were taking. There were a few different paths we could choose to reach the pirate ship. Sometimes we would take the steep hill, while other times we would opt for an easier route that led directly to the ship. The children loved taking this more direct path, as they would often point out fallen trees that they recognized along the way.

One of the first walks I took during my practicum was a great opportunity to reconnect with the children and build new connections with those I hadn’t met before. As we walked, the children eagerly ran ahead and began creating stories through their play. One moment that stood out to me was when a child named Jenny pointed out that there was a monster on the ground. Curious, I took a closer look and realized that the shadows from the tree and its branches were creating a shape that resembled a monster. It was a perfect example of how the children were actively building their own imaginative stories and seeing the world in their own unique way.

October 2024

The Juniper room is an outdoor program, so we spend most of our time outside. However, when we’re indoors, we provide a variety of materials for the children to explore. My practicum partner, Ai Lun, and I would often bring in new materials or sit at the art table with the children to observe and engage in conversations as they shared their ideas and stories. Sitting at the table allowed us to connect with the children, see what they were exploring, and understand the meaning they were creating through their art and the materials.

One day, we brought in a collection of recycled egg cartons to see how the children would interact with them and whether our intention for the activity would unfold as planned. It was an opportunity to observe their creativity and exploration. “As children engage with the world they delve into inquiries, generate new ideas, solve problems, and build theories of people, places, and materials. These engagements can be vibrant, exhilarating and noisy, or they can be quiet, focused, and solitary. Providing time, space, and materials rich with possibilities for experimenting, imagining, and transforming allows children to create and explore in diverse ways based on their interests.Creating contexts for each child’s engagement and participation is perhaps the most important way to inspire meaningful learning experiences.”(BC ELF, 2019, p.75) Witnessing the diverse stories and creativity the children explored was important, as it highlighted the vibrant life being created between the educators and the children.

October 2024

October 2024

I took my first walk as the lead after my mentor, Mary, encouraged my practicum partner and me to take on more responsibilities in the room. We were tasked with leading lunch tables, managing transitions, and also taking the lead on walks around the TRU campus. We would make lists of the children who would join the walk, decide on the destination, and then lead the group, taking the backpacks and holding mini meetings with the children along the way.

For my first walk, I chose the horticulture gardens because I wanted to explore the statue game, an ongoing story the children had been creating together. As I led the walk, I felt nervous. This was the first time I was in charge, and the mini meetings were especially nerve-wracking. It was a new experience, and now guiding and directing the children was my responsibility. I felt a bit flustered when I realized the area I had chosen was very muddy, and the children weren’t wearing their Muddy Buddies. I had to keep redirecting them away from the mud, which they didn’t like because they wanted to play, and I understood their frustration.

Fortunately, the educator who was with me offered advice on how to handle the situation. She reassured me that I didn’t need to stay in one place and could move the group if necessary. So, I gathered the children and we moved to the small hills on the main campus, where the children were much happier and excited to explore.

Overall, the experience was a valuable learning opportunity, and I’m grateful for it. I know that, with time, I’ll become more confident and skilled in handling such situations.

October/November 2024

There are days when we don’t go on walks and instead stay in the yard at Cariboo, where I can observe the children creating new narratives and stories. Through my interactions with them, I see their creativity and the ways they work together to build imaginative worlds.

One day, I joined the children in the sandbox, where we used small shovels with holes in them to dig for bear and animal paw prints. We would carefully sift through the sand, digging deeper to see if we could uncover any hidden paws. On other occasions, the children would create birthday cakes for people, or we’d have mini dance parties in the yard. Through these activities, I witnessed the vibrant lives the children were building through their discoveries.

What stands out to me is how the children share their lived experiences through their unique perspectives, and how, through collaboration, they interact and weave new stories together.

“Pedagogical narrations challenge educators to let go of predetermined outcomes and to remain curious, open, inventive, and respectful of children’s thinking. The intention is not to provide answers or a predictable goal for children’s learning but to connect with the living inquiries and keep the learning process “alive.” The educator’s role is to be actively engaged in co-constructing knowledge with children in a learning collective that includes family and community. In this way, educators create space for new ideas to flourish.”(BC ELF, 2019, 51) During my time in the yard, I observed how the children’s inquiries and stories were kept alive and visible throughout the Juniper room. Through this I was able to collaboratively work with the children to keep these idea going forth and seeing where these stories would take us.

November 2024

During my last week of practicum, it was a bittersweet feeling. While I was sad to be leaving, I was also excited to see how all my hard work had come to fruition. To say goodbye to the children, Ai-Lun and I created a memory book filled with photos we had taken together, capturing the stories, adventures, and the life we had built during our time at the center. We placed the memory book in a spot where the children could access it whenever they wanted.

As I reflect on my time in the Juniper room, I am incredibly grateful for the experience. The children, the educators, and the staff all provided me with invaluable lessons that will shape me as a future educator. I will always cherish my time there and carry these memories with me as I continue on my career path.