MacKenna Joyce is a recent graduate from the University of Guelph, where she earned a Bachelor of Applied Science in Child Studies. During the summer of 2024, she worked at the University of Guelph’s Child Care and Learning Centre (CCLC) [1], an experience she describes as nothing short of transformative. Immersed in the day-to-day realities of early childhood education, Mackenna gained insights that not only deepened her understanding of child development but also solidified her commitment to the field. The lessons she carries from the CCLC continue to inform her perspective as she looks ahead to what’s next.

The Nature of Learning: The Child Care and Learning Centre Nurtures Young Minds and Empowers Students

By MacKenna Joyce, BASc Child Studies ‘25

Working at The Child Care and Learning Centre (CCLC)

At the CCLC, I worked as an Enhanced Support Staff (ES) Member in the Oak Room, dedicating my time to supporting all educators and children. My days were often filled with laughter and smiles, though some were quite challenging—after all, most of the children were only three years old! I had the incredible opportunity to form beautiful, trusting relationships with all the children. I grew specifically close to some who required additional support on a typical preschool day.

I took the time to slow down whenever a child was in need, helping them navigate overwhelming emotions, offering comfort when needed, and teaching them how to resolve conflicts with their peers. While the process may sound smooth, some days were certainly easier than others! 

I enjoyed my role at the CCLC because it aligns with my long-term aspirations to become an occupational therapist, and it provided me with valuable tools to support this dream. There was beauty in every situation that came my way—it’s a never-ending learning experience when working with children.

Turning Theory Into Practice

When reflecting on my time at the CCLC, one of the highlights of my experience was the opportunity to apply what I had learned to real-world situations. For example, during my fall 2024 practicum, I learned about the six stages of conflict and problem-solving. Throughout my daily routine, I frequently encountered challenges where children needed support in working through conflicts.

These six steps were proven to be very useful, and I found myself applying them regularly:

1. Approach the situation quickly and calmly, ensuring that any further hurtful behaviour is stopped immediately. 
2. Acknowledge the feelings of all children involved. 
3. Gather information about the incident. 
4. Restate the problem to all children, reassuring them that you understand the situation. 
5. Encourage solutions by asking the children for ideas and then choosing one together. 
6. Provide follow-up support after the situation has been solved, so that all children feel heard and supported. 

In real-life situations, these steps were often jumbled or used out of order, but they provided a great starting point as I navigated the daily challenges children faced. What’s even more rewarding was seeing the children adopt these techniques themselves, using them to communicate and resolve conflicts with one another.