Cathy Le, Surrey Place-Entry to School Program-St. Rita's

What was your initial reaction to working with children in this placement?

Initially, I felt really clueless working with the children in this placement. The group of children I worked with have been diagnosed as being on the autism spectrum, and being in this type of setting was new to me. I didn't know what to expect and how I could create lesson plans for such a diverse group. 

While I was playing with a child, I came across a problem where the child was doing something that wasn't entirely safe. I tried my standard method of removal, but that wasn't effective at getting that behaviour to stop. It was scary and I did not know what to expect.

I also found it challenging to respond to the children's "big behaviours". I had not seen or experienced something like this before, so I didn't know how to react.

How did you overcome these hurdles — and what did you learn about yourself and your practice?

After observation and asking my field educator for advice, I learned the important skill of redirecting their attention. I also learned how I should react and handle children’s “big emotions”. I learned that using positive language and not ignoring their behaviour is crucial. I learned that in the long run, moments like these help me to become a better educator. I'm able to learn about something new in a safe setting, and now if I were to experience this situation in the future, I'd be better equipped with how to handle it.

How did this field experience influence your plans for working in the early childhood sector?

This field experience re-affirmed that teaching children is what I want to do. I still want to become a teacher.