After studying accounting left her feeling uninspired, Peixuan looked elsewhere for her future career – and found her calling in early childhood education, a field that motivates and challenges her every day.
Peixuan completed her undergraduate degree in accounting, but realised she couldn’t see herself pursuing a career in the field.
“I felt lost and confused about my future,” she admits.
Switching gears, she went on to study a Master of Arts in Child and Family Education from the University of Hong Kong, which kickstarted her career as an educator.
“During my studies, I realised the importance of young children exploring their own identities and sense of belonging at an early age. I feel honoured to learn with children; they always bring me joy and satisfaction, and constantly empower me to reflect on who I am.”
She knew she had found what she wanted to do and after graduating, she went on to work in early childhood settings in China. Eventually, the University of Melbourne’s Master of Teaching (Early Childhood) was recommended to her by a colleague, who knew she was looking to deepen her knowledge in the field and tighten her focus on educating young children specifically.
“My colleague, a graduate of the program, strongly recommended it to me,” Peixuan says. “She shared her placement experiences, highlighted the enjoyable courses, and emphasised how Australian educators embrace and celebrate diverse cultures with children. Hearing about these aspects made me extremely excited, especially as someone who has always wanted to experience different cultures from a young age,” Peixuan explains.
“After conducting online research, I discovered that the University of Melbourne boasts a strong academic reputation, with its Faculty of Education consistently achieving a high ranking globally.”
Studying at the Faculty of Education
This discovery further solidified Peixuan’s decision to study at UniMelb, and after she started her degree, she found that the coursework and lectures lived up to the University's excellent academic reputation.
“I love studying at the Faculty of Education. I appreciate the knowledgeable professors who provide us with a critical lens to assess our own teaching practices, and the readings that enhance our critical thinking skills. The academic space is safe, allowing me and my classmates to engage in discussions and challenge ideas."
The subject Peixuan described as both the most rewarding and challenging was Diversity and Inclusion.
“In my past studying and teaching experiences, I rarely paid attention to the social inequities in education, especially in early childhood settings,” she admits. “But now, I realise that if I want to advocate for young children, I must unpack many of my own assumptions and biases related to race, culture, ethnicity, language, LGBTQI2+, socioeconomic status, abilities, and religion.”
This realisation led Peixuan to do more self-reflection, and she believes it will enable her to be the best teacher and role model she can be for her young students.
“Unpacking these biases and assumptions requires me to confront my discomfort and continually ask myself why I feel uncomfortable and where these biases and assumptions come from. This process of unpacking uncomfortable ideas has allowed me to build confidence in addressing barriers to children's growth and learning in a sustaining environment.”
Peixuan also felt welcomed into the Faculty thanks to the support she received, especially when difficult personal circumstances arose.
“The second semester of my first year was exceedingly challenging, as my grandfather in China became critically ill ,” she says. “However, I was met with unwavering support. I was urged to return to China at the earliest opportunity, with the assurance that my upcoming placement and assignment deadlines would be taken care of. Kerry, Sed and Dee, the Clinical Specialist team (who assist teacher candidates as they complete their placements) , kept checking in with me regularly to ensure I received both mental and placement support. Knowing I was struggling with my mental health, they not only listened to me but also immediately arranged school counselling for me to ensure I had additional support.”
Going on placement
On her placements, Peixuan always “felt very included and welcome,” and valued the opportunity to learn about First Nations worldviews and practices, as well as experience a learning environment for young children that differed from what she had seen previously.
“I was surprised during my first placement to see children of all different ages freely exploring indoor and outdoor areas together,” she says. “This was very different from early childhood settings in China, which tend to emphasise discipline.”
She experienced many sweet and memorable moments with the children in her care. Sometimes the children would climb trees and tell her all about the sights they could see from the top. She also recalls witnessing a baby who was learning to walk being helped by two older children holding its hands.
Relating another anecdote, she says, “I remember every afternoon, the children and I would sit on the balance beam of the climbing frame and sing songs loudly together. They were so confident; they referred to themselves as performers and singers. Sometimes, they would stand facing me and tell me they were standing on a stage and would like to perform for me. These moments were so joyful; even the shy child sang a few songs on the stage for us,” she recounts.
Peixuan treasures these memories, and the connections she made with the children in each of her placements.
"Children have built a strong relationship with me in the placements – the last day of my placement was always hard. The children kept giving me lots of hugs and the educators kept telling me to apply for jobs in their centres.”
Future plans
After Peixuan graduates from her program, she does intend to start applying for jobs right away – she looks forward to obtaining full registration and seeking out a new position as an early childhood teacher. She is also looking forward to working in Asian countries and advocating for inclusive education.
“Additionally, attending professional development sessions is a must for me to continue reflecting and learning,” she adds.
But she’s making sure her future plans aren’t only career-focused: “The next step in my life is to take good care of myself by exploring more hiking places in Victoria!”
Her advice for future students is: celebrate your achievement, but don’t rest on your laurels. “I always feel privileged to have the opportunity to study in a university with a high academic reputation,” Peixuan says. “But obtaining this chance doesn’t mean your task is finished. Instead, prepare to unpack your own biases and assumptions. Learning to do so, and living with that discomfort, will give you a new perspective on education.”
She concludes by explaining the impact the program’s inclusivity has had on her own sense of cultural identity, and how she applies this in her teaching practice.
“In my past studying and teaching experiences, English has wielded so much power; it has had an impact on my sense of identity and belonging. But during my studies, I learned to embrace my cultural identity – and now, I am confident in speaking Cantonese, Teochew dialect, Mandarin, and English with the children I teach, embracing their cultural heritage as well.”
Learn more
Master of Teaching (Early Childhood) Explore all our courses