Reflections on a Redefined Early Childhood Practicum

Abstract

This paper reports the processes and outcomes involved in reconceptualising the practicum experience at the School of Early Childhood Studies, University of Melbourne. The foci of the changes were acknowledging individual stages of student development, ensuring a clearer focus in the process of supervision and redefining the roles of the triad involved in this supervision. Subsequent evaluations indicated that triadic assessment procedures and a competency‐based focus for supervision and assessment achieved the initial goals, with the more recent evaluations suggesting directions for further enhancement of the early childhood practicum.