After a varied career across many different fields, MaryRose was inspired by her own children to pursue early childhood teaching and strive for positive change within the sector.
“My reasons for wanting to become a teacher come from my own children’s experiences in mainstream education,” MaryRose said.
MaryRose sometimes felt that her neurodivergent children were not being well-supported in the education system, so she decided to enter the field herself and help create a more affirming environment for young people with neurological differences.
“I chose the University of Melbourne because of my positive experiences studying here previously, and also because of the flexible learning options the Graduate Diploma of Early Childhood Teaching offered.”
“I chose this course because I felt that it would offer insight into how I could make change within the education sector, and opportunities for doing so.”
MaryRose will receive financial support for her studies from the Victorian government’s Early Childhood Scholarships and Incentives Program.
“When I receive the support, I plan to put it towards quality resources for my teaching practice,” she said.
Of the program, she enthused, “I love it.”
More precisely, “The expertise and experience each of the lecturers offers has been wonderful. They are always challenging our views and pushing us to extend our own boundaries. There are no wrong views or opinions – just lots of wonder and curiosity. Always urging us to think outside the box.”
“My favourite experiences have been the in-depth, one-on-one conversations I have been privileged to have with lecturers. I have been very lucky to have these moments and I have learnt so much.”
She found conversations with her fellow students equally enlightening.
“Discussions with other students also contributes to extending our knowledge – hearing others’ views and opinions brings new and fresh ideas to the prescribed learning,” she said.
“What I have found most rewarding is the personal reflection weaved all the way through this course. We are always being challenged in our thinking, forcing us to reflect on our views and biases, which contributes to establishing our own personal philosophy of teaching.”
The Graduate Diploma of Early Childhood Teaching provided MaryRose with an inside perspective on the educational system. Unfortunately, seeing things through this perspective only confirmed what she had feared regarding the limited supports available for neurodiverse children.
“Teachers working in the sector possess limited knowledge about neurodivergent children and varied ways of learning,” MaryRose said. “The lack of support for children with neurological differences was consistent regardless of the environment (childcare, kinder, government and private primary schools).”
This was disheartening, but with the help of her mentor in the program, MaryRose was able to appreciate the silver lining: that seeing the need for change in the field galvanised and inspired her.
“My mentor was very good at reminding me that all of my experiences (even the negative and challenging ones) would influence and shape my teaching practice, inspiring me and helping me to establish how I would do things differently.”
“The most valuable thing I learned was that EVERY moment is a learning moment – both for me as a teacher and the children I teach in the future.”
MaryRose also experienced many positive moments on her placements, mainly interactions she had with the children she was teaching.
“I found that the connections I made with children were the most memorable. I was able to have some really special moments with children, which solidified the importance of time – and the huge impact a little time can make on a child.”
These special moments with her young students only served to further motivate her to be the best teacher she can be.
“I want to create positive experiences for the children I teach. I want to be able to make a positive impact on children’s lives and (hopefully) make change within the sector.”
She hopes to spend the next few years working as an early childhood teacher, but reflects that in the more distant future, she would like to work in an educational leadership position.
“I’d like to work more closely with teachers in a leadership position, providing advice on creating inclusive educational environments and practices for all children. Hopefully this will lead to some research in the area and create some pathways to making significant practical change for children.”
In conclusion, MaryRose affirmed, “If you are passionate about making change within the early childhood education sector, then this is the course for you. It will provide you with all the learning opportunities, research and expertise to assist you in this endeavour. It will challenge your values and beliefs and provide you with the confidence to go forth and make significant and impactful changes to children’s lives.
“This course has not been what I was expecting – but it has been so much more.”
Learn more
Graduate Diploma in Early Childhood Teaching Explore all our courses