My philosophy as an early childhood educator is that the processes of self-actualization and empowerment form the foundation for my students’ future success. If children see their own capabilities, despite age, gender, race or circumstance, they will grow academically, personally, and socially, both in and out of the classroom. I strive to ensure that all of my children not only know that they are loved, but why. Each child is uniquely extraordinary. Through mutual respect, diverse experiences, collaboration, and the celebration of accomplishments, students learn to recognize their vast potentials from an early age.

Throughout my career, I have found reflection to be an invaluable tool for both my students and myself. Because learning styles vary widely, instruction must follow. Reflection and analysis--for both students and teacher--enhance understanding of effective teaching/learning strategies. For some, competitions and extrinsic rewards can motivate, while for others, those systems can impede learning in both present and future situations. This is why building relationships is always my top priority. Before I can support my students in their goals, I must first know how they learn, what motivates them to learn, and what my role is in their success story.

My instruction is led by the science of how children grow cognitively, physically and emotionally, as well as a commitment to my own life-long learning. As we all know, young children learn best through play. Although unstructured play has its place, learning through play delivers far more, as educators use play to develop and deliver developmentally appropriate, relevant lessons. Designing consistent routines that work for the personality of each class not only gives students a sense of belonging and control within their environment, but maintains a higher level of engagement throughout the day as children explore healthy risk-taking behaviors necessary to build confidence. Learning is not always easy, but within a safe, loving and consistent environment, my students are excited to take these new risks and therefore gain a deeper understanding of new concepts.

Quality assessment of student learning is a key component of any successful classroom, but I maintain that the assessment of instruction is equally essential. Formal instructional assessments must be ongoing, scientific and completed with humility. Though it is not always easy, a teacher must always recognize the responsibility to modify teaching and do so based on a professional commitment to the well-being of children. The willingness to accept that I am not always perfect sets a culture of using mistakes as means of growth within my classroom, while also building social-emotional awareness, empathy and resilience.

The fluidity of early education can be daunting, but I accept the challenge with enthusiasm. It takes a village and I know I am part of that village.