| Throughout the course of the year, learning students | | | | the corner playing with their child. Families have a right |
| from University, TAFE, and other institutions come and | | | | to know a bit about the people who are caring for |
| go through our early childhood services. While their | | | | their child. It is a requirement of most learning institutions |
| time with us may be only a matter of a few weeks, | | | | that the student display a poster / photo of who they |
| we can have a positive, lasting impact on their learning | | | | are and where they come from. Ensure this is |
| journey, which in turn has a lasting impact on the early | | | | completed, along with a note of welcome / introduction |
| childhood industry. Your own development as a child | | | | in your centre newsletter. This helps the student to feel |
| care worker can also be influenced by how you view | | | | they are valued and will lead to greater teamwork. |
| learning students. Consider the following ideas when | | | | Children usually take it upon themselves to ask about |
| welcoming your next TAFE or university student into | | | | unfamiliar people, but it's a positive experience for both |
| your early childhood service: | | | | the student and the children to have a proper |
| Remember Your Own Learning Journey | | | | introduction. Children can then learn how to say the |
| When you stepped into your first practical experience | | | | student's name and a little bit about them. |
| in an early childhood service, how did you feel? Were | | | | Take The Time To Explore The Student's Written |
| you shy, insecure, and overwhelmed? Were you | | | | Work |
| confident and ready to get the most out of your time | | | | The student is an adult learner and ultimately |
| in the centre? Think back to each of your practicums | | | | responsible for their written assessments. However, if |
| and remember those feelings as you begin to support | | | | we are to be effective mentors, we need to |
| the student in your centre. | | | | understand the expectations of the learning institution |
| See The Student As Being On A Learning Journey | | | | and how we can best support the student. Familiarise |
| The student is working toward being a well rounded | | | | yourself with what the requirements are, what the |
| professional, but they are not expected to be there | | | | student needs to be competent at by the end of the |
| yet. The journey takes time and just as we support | | | | practicum, and what kind of experiences the student |
| children in their development by helping and challenging | | | | may need to implement in their time. Do this on a daily |
| them, so to we need to support and challenge our | | | | basis, discussing with the student what they need |
| students. | | | | ready for the next day. |
| Consider which part of the journey the student is on. | | | | Offer Constructive Feedback |
| Are they are the beginning of their studies or well into | | | | Simply citing the students work, or signing their |
| their course? Our expectations of a new learner need | | | | attendance is not offering the best of our own |
| to be very different to that of a student about to | | | | experience and learning. Comment on the positive |
| complete their course. | | | | things about their interactions, teamwork, efficiency and |
| Provide a Good Induction Program | | | | written work. Offer suggestions and ideas on how |
| Centres should have a comprehensive induction | | | | they can build upon their strengths and challenge their |
| program which allows students to understand the | | | | growth areas. |
| expectations of the service and the staff. We cannot | | | | View The Student With A Balanced Perspective |
| expect students to work toward professionalism if | | | | This is the biggest trap centres fall into when |
| they are un-informed about the centre and its | | | | supervising students. They tend to see students in one |
| programs. Induction programs should include a tour of | | | | of two extremes. |
| the centre, introduction of each staff member and their | | | | 1. As 'just a learner' - which can lead to the centre |
| role, information on relevant policies and procedures, | | | | staff viewing the student as either an annoyance or |
| and confidentiality. Students also need to know the | | | | extra hired help who can do all the 'dirty work' OR |
| centre's expectations on arrival / departure | | | | 2. A 'new best friend' - which can lead to the student |
| procedures, breaks, practicum written work, and how | | | | being an outlet for staff for complaining or gossiping |
| to implement their tasks assigned by their learning | | | | about the centre. |
| institution. Encourage the student to ask questions of | | | | A professional mentor will know how to balance the |
| staff, and particularly the Director. | | | | student being a cooperative team member, but will be |
| Assign A Mentoring Staff Member | | | | wise in their judgment of sharing 'in house' information |
| It can become very confusing for students if a number | | | | about the service. |
| of staff are overseeing their placement. Assign one | | | | Practicums are part of the learning process, and |
| staff member to mentor and support the student, and | | | | ultimately part of developing new staff for the Early |
| where appropriate, have them work the same | | | | Childhood Field. When mentoring learning students |
| rostered hours. | | | | remember the practicums which best supported you |
| Introduce The Student To Children And Families | | | | and why....and then be part of the positive memory of |
| As a TAFE Supervisor, there were a number of times | | | | another early childhood professional as you support, |
| I visited students on workplacement and the families of | | | | guide and grow them. |
| the service had little idea about the 'strange person' in | | | | |