2.1 The ECL Student Role
Students are expected to immerse themselves in the daily routines and practices of the Early Years agency where they are placed. Students will work to develop respectful and responsive relationships with their Agency Mentor, the children, families, and other professionals during their field practicum.
Image Descriptions
Student Testimonials
Infant/Toddler Practicum FLDP-7015
Samantha, ECL Student
“Before entering my field placement I researched the centre that I would be attending. I did this to become familiar with their mission and way of educating / caring for children. I wanted to go in on my first day feeling like I already had a general knowledge of the facility. I printed off all paperwork and additionally kept a digital copy of all manuals, forms, and assignment outlines (that were available) so that I would be prepared to discuss both myself and my mentor’s expectations. On top of the knowledge that I obtained in my first semester of this program, I researched the best ways to introduce myself to new children as an Early Childhood Educator so that I didn’t come off either too strong or not confident enough!”
Kindergarten Practicum FLDP-7017
Avery, ECL Student
“Going into my field placement in the kindergarten classroom, I prepared myself through communication with those involved (my placement advisor and my mentor), and intentionally reflecting on my prior experiences in child care settings. Before starting my placement, I reached out to my mentor, Aneta to connect about overall expectations and any details she wanted me to know. This conversation was the introduction to my relationship with Aneta which wound up being an invaluable component to my experience in the classroom. I have previously worked in other child care settings, and prior to my first day of placement, I thought about those experiences and interactions and how I could learn from and change them to improve my practice and learn as much as I could in placement. By intentionally reflecting on these interactions when I have the space to be mindful I can unconsciously apply this knowledge in my experiences with children. While there are less significant things that I did in preparation for my placement in the kindergarten classroom, I believe these were the most impactful.”
Leadership Internship COOP-ECL1W
Danielle, ECL Student
“My Internship at Station View YMCA Child Care provided me with hands-on opportunities to develop and refine my leadership competencies. I was able to apply theoretical knowledge in real-world situations, learning how to lead a team, manage challenging behaviours, and create a positive environment for both children and staff. I became more confident in my ability to facilitate group activities and guide my team, ensuring clear communication and collaboration. This experience also deepened my understanding of how to adapt my leadership style based on the needs of different team members and the children in our care. Overall, I grew in my ability to balance empathy with assertiveness, a key leadership competency in Early Childhood settings.”
Kaela, ECL Student
“The biggest takeaway from my internship is how important non-profit organizations are to communities. I spent my summer with Investing in Children, and it was such a fulfilling experience. Working alongside an incredible team to provide free programs to families and children in the London and area communities allowed me to understand how difficult these organizations work to support their communities. Due to the difficulties they face, together with my team, we have taken on Investing in Children for my solutions project, creating an event and partnering with other London companies to promote community awareness and to provide more funding through donations. I look forward to continuing my work with such a pivotal community organization!”
Solutions FLDP-7007
Brooke, ECL Student
“For my solutions project I chose to focus on intentional outdoor play as that was a tenet my agency was lacking in. To support this tenet, I chose to create a professional development event for the staff at my centre. The biggest takeaway that I had from my solutions experience is that we as students can make change even if it is on a smaller scale. Working on my project, I was able to support the staff, children, and families to provide high-quality learning in the outdoor environment. I had an amazing time seeing the benefits of my project. I believe that it is very important to continue to advocate for children’s learning and I plan to engage in this journey of change throughout my practice.”
Student Testimonials
Samantha, ECL Student: Infant/Toddler Practicum FLDP-7015
“Before entering my field placement I researched the centre that I would be attending. I did this to become familiar with their mission and way of educating / caring for children. I wanted to go in on my first day feeling like I already had a general knowledge of the facility. I printed off all paperwork and additionally kept a digital copy of all manuals, forms, and assignment outlines (that were available) so that I would be prepared to discuss both myself and my mentor’s expectations. On top of the knowledge that I obtained in my first semester of this program, I researched the best ways to introduce myself to new children as an Early Childhood Educator so that I didn’t come off either too strong or not confident enough!”
Avery, ECL Student: Kindergarten Practicum FLDP-7017
“Going into my field placement in the kindergarten classroom, I prepared myself through communication with those involved (my placement advisor and my mentor), and intentionally reflecting on my prior experiences in child care settings. Before starting my placement, I reached out to my mentor, Aneta to connect about overall expectations and any details she wanted me to know. This conversation was the introduction to my relationship with Aneta which wound up being an invaluable component to my experience in the classroom. I have previously worked in other child care settings, and prior to my first day of placement, I thought about those experiences and interactions and how I could learn from and change them to improve my practice and learn as much as I could in placement. By intentionally reflecting on these interactions when I have the space to be mindful I can unconsciously apply this knowledge in my experiences with children. While there are less significant things that I did in preparation for my placement in the kindergarten classroom, I believe these were the most impactful.”
Danielle ECL student: Leadership Internship COOP-ECL1W
“My Internship at Station View YMCA Child Care provided me with hands-on opportunities to develop and refine my leadership competencies. I was able to apply theoretical knowledge in real-world situations, learning how to lead a team, manage challenging behaviours, and create a positive environment for both children and staff. I became more confident in my ability to facilitate group activities and guide my team, ensuring clear communication and collaboration. This experience also deepened my understanding of how to adapt my leadership style based on the needs of different team members and the children in our care. Overall, I grew in my ability to balance empathy with assertiveness, a key leadership competency in Early Childhood settings.”
Kaela ECL student: Leadership Internship COOP-ECL1W
“The biggest takeaway from my internship is how important non-profit organizations are to communities. I spent my summer with Investing in Children, and it was such a fulfilling experience. Working alongside an incredible team to provide free programs to families and children in the London and area communities allowed me to understand how difficult these organizations work to support their communities. Due to the difficulties they face, together with my team, we have taken on Investing in Children for my solutions project, creating an event and partnering with other London companies to promote community awareness and to provide more funding through donations. I look forward to continuing my work with such a pivotal community organization!”
Brooke ECL student: Solutions FLDP-7007
“For my solutions project I chose to focus on intentional outdoor play as that was a tenet my agency was lacking in. To support this tenet, I chose to create a professional development event for the staff at my centre. The biggest takeaway that I had from my solutions experience is that we as students can make change even if it is on a smaller scale. Working on my project, I was able to support the staff, children, and families to provide high-quality learning in the outdoor environment. I had an amazing time seeing the benefits of my project. I believe that it is very important to continue to advocate for children’s learning and I plan to engage in this journey of change throughout my practice.”
Students must complete all field pre-placement requirements, Clinical/Field Pre-Placement Process, by the due date assigned by Fanshawe College and your Field Coordinator. Failure to do so may result in a withdrawal or delayed practicum.
Students must also attend training, orientation or program policy review sessions with their practicum agency.
Students are expected to share this OER with their Agency Mentor and take responsibility to complete all work as outlined in the chapter related to their field practicum. Links to each manual section are here:
- FLDP-7015 (0-3 years)
- FLDP-7017 (3-6 years)
- COOP-ECL1W (ECL Summer Internship)
- FLDP-7007 (Solutions for ECL)
Students are responsible for meeting regularly with their Agency Mentor and their assigned Fanshawe Faculty Advisor to ask questions, share reflections, and complete any practicum-related forms and work.
The student, in consultation with their Agency Mentor, will organize 20-30-minute meetings with their Agency Mentor and Faculty Advisor at least twice during the practicum to discuss formal evaluations.
Professional conduct is paramount and entails arriving on time and attending all scheduled practicum days. Students will demonstrate respectful communication with educators, children, families, and colleagues.
Students will respect others’ right to confidentiality and privacy and arrive at their practicum well-rested and in appropriate attire that is comfortable as well as representative of the professional standards of the Early Years.
The practicum is a time for students to practice pedagogical approaches, create curricular play experiences and observe interactions among educators, children, and families. Students are to utilize their critical observation skills and incorporate techniques that effectively support children’s learning and foster the four foundations [PDF] (well-being, engagement, expression, and belonging).
Placement Failure or Incompletion
- ECL students who are unsuccessful with their field placement may not be eligible to progress in the program.
- Students who wish to withdraw from Field Practicums must do so before the withdrawal date. Please connect with your Faculty Advisor and Field Coordinator before finalizing your decision.
- Students who fail field practicum may retake the course in accordance with Fanshawe’s policies and procedures. They must meet with an Academic Advisor to clarify this process.
Tips for Students
- Prepare all pre-placement documents before the practicum starts so you can share them with your Agency Mentor. (Also, attend any required training/orientation as requested by your practicum agency).
- Review your roles and responsibilities as outlined in this OER.
- Stay curious! Don’t be afraid to ask questions and share your reflections with your Agency Mentor and/or Faculty Advisors. They are here to help and are great resources about all things Early Years.
- Engage in open communication and try new skills to support your learning so you can best support the children in your care.
- Review your field manual daily while on practicum, so you stay on top of work to be completed.
- Prepare for the formal meetings with your Agency Mentor and Faculty Advisor ahead of time.
- Use a journal or create a doc to engage in self-reflective practices in between meetings with your Agency Mentor and Faculty Advisor.
- Be open to constructive feedback and be able to set and work toward goals.
