Madison Hogsten – Winner, 2025 DIEEC Excellence in Early Childhood Awards (Early Career Educator Category)

The Delaware Institute for Excellence in Early Childhood (DIEEC) is delighted to honor Madison Hogsten from Indian River Early Learning Center as the winner of the inaugural 2025 Excellence in Early Childhood Awards in the Early Career Educator category. This award recognizes educators who, early in their careers, are already making a significant impact and demonstrating immense promise for the future. With two years in the early childhood field, Madison comes by her passion for education honestly: she comes from a family of teachers, including her mother and aunt, making her journey into the field a natural progression.

Madison cherishes giving children a place where they are excited to see their friends, their teachers, and simply excited to come to school. Watching her students’ faces light up as they learn something new, especially achieving milestones like writing their names, brings her pride and affirmation in her career choice. She fosters an environment where children feel loved, special, and supported, no matter what, embodying her belief that she can “be there for children when they need it the most.”

According to Madison’s colleagues, despite being early in her career, Madison “exhibits the traits of a seasoned educator. She possesses a keen understanding of child development, which guides her thoughtful and creative lesson planning.” Her colleagues note her ability to transform everyday moments into learning experiences, turning a rainy day into a science exploration or using a favorite story to inspire dramatic play. This intentionality ensures that lessons are not only engaging but also responsive to the children’s interests and questions. 

Madison actively seeks opportunities for growth. She collaborates with her administrators, fellow four-year-old teachers, and her paraprofessional to explore new ideas and strategies for her classroom. This reflective practice and openness to feedback are key indicators of her dedication to evolving as an educator.

Her ability to make learning “silly” and fun is a skill that helps children listen and engage, making them feel like she’s both their teacher and a friend. Madison hopes to see more opportunities for students to benefit from early learning programs in the future, underscoring her commitment to the broader field. Madison is a deserving recipient of this inaugural award and a bright light in the future of early childhood education.

Watching my students light up when they understand/learn something new and their eagerness to show me makes this job so special. – Madison Hogsten

Shakira Waples – Runner-Up, 2025 DIEEC Excellence in Early Childhood Awards (Family Child Care Educator Category)

The Delaware Institute for Excellence in Early Childhood (DIEEC) is pleased to recognize Shakira Waples, of Next Generation Childcare, as the runner-up for the 2025 Excellence in Early Childhood Awards in the family child care educator category. With 15 years of experience in the early childhood field, Shakira’s path to becoming a family child care educator allowed her to pursue her passion for teaching while also being present for her own children.

Shakira’s dedication to early childhood education stems from a lifelong desire to teach, rooted in playing “teachers” with her cousins as a child. What keeps her passionate today are the children themselves – their innocent faces, their honesty, and the joy of witnessing them “catch on” to new concepts. A particularly proud moment for Shakira is seeing children who enter her care with limited verbal skills begin to express themselves and engage in back-and-forth conversations, a testament to the rich language environment she cultivates. 

When asked what her “secret superpower” is as an educator, Shakira states that her creativity is a significant strength. It enables her to “figure things out on the spot” and maintain flexibility, allowing her to adjust on the fly and meet children precisely where they are developmentally. This adaptability is key to her teaching approach, ensuring that learning is always accessible and engaging for every child in her care. Her ability to transform her center into imaginative worlds, like camping grounds or an underwater wonderland, illustrates her commitment to making learning a unique and innovative experience every day.

Shakira’s commitment to continuous growth is evident in her pursuit of professional development. She actively researches and learns more about early childhood education by attending professional development, webinars, and conferences. “I’m joining everything,” she says. Last fall, she was selected to be a member of DIEEC’s Early Childhood Educator Leadership Board, a role that allows her to share her insights in ways that shape the supports available to her colleagues in the field.

Beyond the classroom, Shakira is known for her consistent engagement with families. She shares daily updates and allows parents to see their children’s activities through Brightwheel. This transparent and regular communication builds strong partnerships. Her interactions extend beyond academics, as she hosts regular events that encourage parents to connect and converse, fostering a strong sense of community. “The parents come and really enjoy themselves. We sit and talk- not just about school.”

Shakira’s overarching belief is that early education is crucial for children to develop social skills and problem-solving abilities, seeing them as the bright future. This belief and dedication make her an asset to Delaware’s early childhood education community.

Feeling celebrated gives children, the urge to want to stay on track which continues to build their confidence and self-esteem. – Shakira Waples

Stacy Morgan – Winner, 2025 DIEEC Excellence in Early Childhood Awards (Family Child Care Educator Category)

The Delaware Institute for Excellence in Early Childhood (DIEEC) is thrilled to recognize Stacy Morgan, of Little Bit of Sunshine Learning Academy, as the winner of the 2025 Excellence in Early Childhood Awards in the family child care educator category. Stacy’s journey into early childhood education began with a background in babysitting and church nursery care. She then worked in banking for many years before realizing she desired to be home with her oldest son. Reflecting on the transition, Stacy says, “I believe it was a higher calling. I believe I’m exactly where God wants me to be!” 

Stacy’s approach to early education is deeply rooted in fostering strong relationships and a rich, child-led learning environment. She cherishes the connections she forms with families and children, describing her work not as a job, but as an integral part of her life that brings her immense joy and purpose. Parents laud her as among the “most patient, understanding, and resourceful” professionals, noting the significant growth and development their children achieve under her guidance. For Stacy, excellence in early childhood means ensuring not only that the child receives what they need, but that the entire family feels supported. “When you have relationships in education, it all falls into place- and when you don’t have the relationship part, there can be so many struggles,” she says.

A hallmark of Stacy’s program is her commitment to learning through play and nature-based experiences, deeply aligning with a curiosity-driven approach. Her daily activities inspire curiosity, critical thinking, and resilience through explorations in forests, gardens, and natural play areas. Children are encouraged to draw shapes in the dirt, use tongs at the water table, and climb – activities that naturally build essential skills like hand strength and dexterity. Stacy thoughtfully structures her week with themes like “Math Monday,” “Artsy Thursday,” and “Fun Friday,” balancing learning while allowing children the freedom to lead their own journeys and explore their interests.

Stacy’s ability to navigate the dynamic nature of a family child care setting with calm and creativity is noteworthy. She sees her ability to multitask and “pull it all together” as a unique strength, essential for the diverse demands of her role. Whether it’s managing an unexpected challenge or adapting a planned activity, Stacy brings knowledge of child development and practical experience to every moment, keeping children engaged and the program running smoothly. 

Stacy has a profound impact on the children and families she works with.. She consistently seeks to ensure families receive the support they need, embodying a holistic approach to early childhood well-being. Stacy’s unwavering dedication, compassion, and professional ingenuity make her an invaluable asset to the Delaware early childhood community.

My work is not a job, it’s a lifestyle, and that’s why it’s so easy to connect with my little learners and my families. – Stacy Morgan

Tara Chetty – Runner-Up, 2025 DIEEC Excellence in Early Childhood Awards (Center-Based Educator Category)

The Delaware Institute for Excellence in Early Childhood (DIEEC) is proud to recognize Tara Chetty, a dedicated educator at St. David’s Episcopal Day School in Wilmington, as the runner-up for the 2025 Excellence in Early Childhood Awards in the center-based educator category. With 21 years of experience in the Early Childhood Education (ECE) field, Tara brings a wealth of knowledge and a deep-seated passion to her classroom of two-year-olds.

Tara’s journey into early childhood education was driven by an innate calling to teach. “Since the time I was four years old,” she says, “there was never a doubt in my mind.” This lifelong passion is evident in her daily work; she finds fulfillment in witnessing the significant growth of her young students each year, particularly their increasing independence and social development. Her commitment to learning is lifelong as well; as a member of both the National Association for the Education of Young Children (NAEYC) and the Delaware Association for the Education of Young Children (deaeyc), she actively seeks diverse training topics, consistently looking for ways to enhance her understanding and adjust her practices to meet the evolving needs of children.

What truly sets Tara apart is her thoughtful and adaptable approach to meeting the diverse needs of each child. She emphasizes building intimate connections, patiently guiding children to try new things, and then celebrating their accomplishments. Her class includes children with a wide range of developmental stages. To meet her students’ unique needs, Tara employs practical strategies like using visuals, providing ample time to process instructions, and creating a calming zone with sensory objects. Her ability to establish and maintain consistent routines is a cornerstone of her classroom, as she understands that consistency helps children thrive and allows her to identify where individual support is needed.

Tara also places a high value on strong home-school connections. She establishes open lines of communication with parents from the start, emphasizing that they are a “team” in the child’s growth. She proactively shares classroom activities for parents to model at home and fosters relationships that make it comfortable for both sides to raise concerns. 

When Tara explains that she teaches two-year-olds, she proudly articulates her role in “setting the stage for many years of school to follow.” She believes her work is about ensuring children enter a nurturing, engaging, safe, and loving environment where they learn to communicate, develop essential social skills, and build character traits like patience and kindness. To Tara, “it’s not my job, it’s who I am,” a sentiment that truly reflects her exceptional dedication to providing every child with a great beginning.

Social growth is the most important thing for me to see at this age and witnessing it makes my heart full. – Tara Chetty

Ashley Avelleyra – Winner, 2025 DIEEC Excellence in Early Childhood Awards (Center-Based Educator Category)

The Delaware Institute for Excellence in Early Childhood (DIEEC) is honored to celebrate Ashley Avelleyra, a dedicated educator at Kids Cottage, as the winner of the 2025 Excellence in Early Childhood Awards in the center-based educator category. With 10 years of experience in the early childhood field, Ashley’s journey into early childhood education was affirmed during her time at Towson University, where an advisor recognized her natural aptitude for connecting with young children.

For Ashley, the children are the heart of her work; their smiles, energy, and the unique connections she builds with each group are what keep her motivated and excited every day. “I come in every morning and as soon as you see those kids, you’re weightless, everything else disappears,” she says, emphasizing that their kindness, positivity, and enthusiasm for learning create an uplifting classroom environment.

Ashley believes that while “play” might seem simple to outsiders, it is a foundation for critical skill development. She plans activities that align with developmental domains, recognizing that every moment of play, from squishing playdough to sorting sensory bins, helps children gain new skills. 

Another aspect of Ashley’s practice is making connections between the classroom and home. She effectively uses ClassDojo to provide families with real-time glimpses into their children’s learning experiences. This approach empowers parents to see what their children are learning and doing. When children in Ashley’s classroom proudly share their work and creations, they often ask for photos to be sent to their families. This proactive engagement strengthens the essential partnership between educators and families.

Ashley’s professional growth has been shaped by the invaluable mentorship she has received. She is currently transitioning into a lead teacher role after six years as an assistant. Ashley credits her former lead teacher with teaching her the essentials of classroom management, the art of collaboration, and the importance of setting boundaries while still fostering a fun environment. 

Ashley’s dedication, innovative spirit, and nurturing approach truly exemplify excellence in early childhood education.

While academics are important, I fundamentally think it’s important to build social and emotional connections… It’s important to me that I build that bridge to make it a comfortable environment for that child. – Ashley Avelleyra

Sharon McPhatter, Happyland Childcare

Sharon McPhatter’s journey in early childhood education is one that exemplifies dedication and growth. 

Sharon initially started a small program in response to her own children’s needs, but what began as a solution for her family blossomed into a lifelong career. “I ended up adoring it,” Sharon recalls. Over 25 years, she’s transformed her passion for nurturing children into a thriving large family child care program, Happyland Childcare. “I’m really proud of the growth,” Sharon says. “To stand back and see where I came from- from a Level 1 to a Level 2 to a large family child care with a building outside of my home.”

At Happyland Childcare, Sharon and teacher Mary Matthews care for children ages 2 to 12.  “Every day I just look forward to just having fun,” Sharon shares. “That’s why it’s Happyland Childcare. I want the kids to be able to live and be kids. We want the parents to be able to go to work or school and know that their children are being taught, being nurtured, and having fun.”

One of the daily highlights is what Sharon calls  “Fun and Fabulous Time,” where music and movement take center stage. “They let loose, we let loose,” Sharon explains. “The kids say “Look at M and M [Mimi and Miss Mary]! It’s movement, gross motor skills, fun all wrapped together.” This dedication to active, joyful learning is a hallmark of Happyland Childcare.

Sharon is deeply committed to professional growth. She recently earned a bachelor’s degree in behavioral science, demonstrating to both children and parents that lifelong learning is achievable. “I wanted to be an example for the children here, and the parents. It doesn’t have to be on anyone’s time but yours—you can reach the finish line.” This commitment to growth is also reflected in her program’s library. To foster a sense of belonging and potential, Sharon curates a library with books that ensure children see themselves reflected and feel encouraged.

Sharon takes full advantage of opportunities to connect with her peers in the field. She credits participation in DIEEC’s Professional Learning Experiences (PLEs) and the First State Family Child Care Conference with allowing her to learn what’s working for other programs. She also recently participated in the Physical Activity Learning Sessions (PALS) cohort, and is a member of the current Let’s GROW Outside cohort. 

When asked what challenges her in her role, Sharon thinks back several years. “It was awareness of what, actually, a family child care provider does. The sweat I poured into it, and then being perceived as a babysitter.” She has since come to the conclusion that showing is better than explaining- now, she tries to schedule interviews with new families while the program is open, so that they can see for themselves what she does and how children are loved and supported.

Throughout the day, Sharon takes advantage of small moments to recharge. During naptime, the program plays soothing music as the children sleep. Sharon and Miss Mary allow themselves to be soothed too, as they quietly work on lesson plans. “Inhale, exhale…then we’re ready to go back for the next three hours.” On Saturday mornings, she takes “me time” on her own, and throughout the week she takes walks, reads, and keeps up with the news.

Her advice to fellow family child care educators is both simple and powerful: “Don’t give up. I say that in two ways—don’t give up on your passion, and don’t give up on your kids, because they need us. They’re literally our future, and without a foundation, they’re lost.”

Resource notes:
Interested in the Physical Activity Learning Sessions (PALS) mentioned above? A new cohort is forming now!

A. S. Academy of Learning 2: Centering Staff Builds a Stronger Program

In the world of early childhood education, staffing challenges are nothing new, but at A. S. Academy of Learning 2, leadership is addressing recruitment and retention head-on. Owner Shannon Moody brings a deep understanding of the importance of supporting staff to create a thriving program. This year, she’s using the Quality Improvement process to develop her “employer brand,” marketing her center’s dual emphasis on quality for both child and staff development to prospective staff members and families.

Built on Experience, Designed for Success

Shannon began her journey as a family child care provider in 1999, with Aunt Shannon’s Daycare. Later, she worked in center-based programs. “I’ve worn every hat,” she says, including roles as teacher, assistant director, and director. When she had the opportunity to open a center, “Aunt Shannon” became the “A. S.” in A. S. Academy of Learning, which opened in its current location in 2017. 

Walking into the program, visitors are greeted with thoughtfully designed spaces that reflect the center’s emphasis on curiosity and independence. “We are intentionally building the environment. It’s not just the curriculum—it’s everything we do,” Shannon says. One hallway features sensory walls with fidget toys and busy boards, while cozy corners and thoughtfully placed books invite children to explore. 

Asked what she looks forward to each day, Shannon answers without hesitation: “It’s the funny moments, the aha moments. Not just the kids…mine and the teachers, too. Spontaneous moments are so much fun…if you don’t keep your sense of humor, you’re going to burn out.”  

The Heart of the Program: The Staff

Shannon offers her staff competitive wages, professional development opportunities, and fosters a workplace culture that prioritizes work-life balance and appreciation. Teachers are invited to participate in decision-making and are often surprised with small gestures like a “Funshine” cart stocked with snacks to brighten their day.  “I’m always trying to make it fun for the teachers- anything to put a smile on their face and make it less stressful. The less stress you bring in, the more fun you can have with the children.”

For individual professional development, Shannon actively encourages staff to pursue credentials and degrees in the field. “I can provide opportunities and flexible schedules to an extent. I help them think through how to make it work.” She also ensures that staff are aware of the opportunities and scholarships offered through the Early Childhood Innovation Center (ECIC).

Inservice days for staff focus on both learning and team-building. In March of the coming year, DIEEC will facilitate an on-site professional learning experience, “Understanding Children’s Behavior as Communication,” for the program. The on-site professional development opportunity allows the whole staff to participate as a team, and allows the training content to be aligned with A. S. Academy of Learning’s unique needs.

Building an Employer Brand

Recently, Shannon and her DIEEC Quality Improvement Specialist, Dena Nacci, collaborated on a plan to enhance her program’s recruitment and retention efforts. Dena says the program has “made significant investments…to attract qualified ECE professionals and families seeking quality childcare.” For example, the program’s website now includes a dedicated recruitment page for interested candidates, highlighting all of the benefits offered to team members. Showcasing the program’s commitment to maintaining a high-quality staff is designed to appeal not only to potential employees, but also to prospective families.


While the program has always emphasized staff retention internally, marketing to potential employees is new territory. Shannon reflects, “I never looked at it from that perspective- I thought, that’s in-house, nobody needs to hear about it.” Now, she realizes the benefits of proactively sharing the ways that A. S. Academy of Learning 2 staff are valued and supported. “Working with Dena on this piece, I’ve grown so much…I’m seeing a difference in my employees. I involve them in everything, and that’s been really nice.”

Advice for Other Programs

For early childhood educators looking to strengthen their own recruitment and retention practices, Shannon offers practical advice. “Broaden your channels,” she says, suggesting partnerships with job fairs, schools, and colleges, even if they don’t yield immediate results. “The recognition and connections are invaluable.” She also encourages programs to invest in social media and marketing to showcase what makes them unique. “Highlight what you offer that’s different,” she advises, noting that the visibility helps with both staff recruitment and parent engagement.


“Offer competitive wages as much as you can. If you can’t offer higher wages…[consider] what you CAN offer in terms of advancement or an expanded role.” She also emphasizes the importance of treating employees with respect and building trust. “Please and thank you go a long way,” she adds.

Building for the Future

Shannon is beginning to see the fruits of her labor. She says that her efforts are resulting in improvements to her business, increased quality for children, and a better workflow. Recent open houses have drawn promising new families, and staff members are increasingly engaged in shaping the program’s direction.  “Listening to them and taking their advice is so important,” she says. “If you don’t listen, they’re not going to stay.” 

Resources mentioned in this spotlight:

Jessica Arce, Family Child Care Professional

Seventeen years ago, when Jessica Arce’s daughter was in preschool at the Latin American Community Center in Wilmington, Jessica was a regular volunteer. That volunteering role turned into a paid job at the community center, and she later worked at a local Montessori preschool as well. When a medical issue in her family led her to seek a more flexible work environment, Jessica’s colleagues gave her the confidence to strike out on her own. “A teacher there sat me down and said ‘You’re a great teacher. You do a wonderful job. Kids love you.’” She’s been a family child care educator for 10 years now, naming her program Nature’s Habitat Academy.

Jessica is bilingual, and she writes her lesson plans in both English and Spanish. The children she currently cares for range in age from 1 to 6 years; some are bilingual, while others are not. Jessica forges warm connections with and between all of the families and children. Those connections are among the things she’s proudest of in her program. The children call her “Tia”- “aunt” in English. Families invite her to their children’s events and birthday parties. They send her photos and keep her updated on their activities even after they leave her program. She says she gets a lot of Christmas cards!

Those strong bonds also provide a unique opportunity to build and sustain her program. Several times per year, Jessica hosts an open house. Current and former families are invited, along with their children. Families are also invited to bring friends who have young children. “I provide snacks, inflatables, and activities. Parents have a little break and have fun and can talk to other adults while their children play with kids around the same age.” During the open house, Jessica introduces herself to the prospective families. Then, the current and previous families share what they liked about the program and what they can expect if they enroll. This approach has proven very successful for finding new clients- Jessica says that from Day 1, she hasn’t had any open slots in her program.

Jessica acknowledges that there are some challenges in her work. She has the funds to pay an assistant in the morning, or if additional support is needed, but would like to have the budget for a full-time assistant. For example, when a child is unwell, they may need more attention or the usual rhythm of the day may be disrupted. Additional support can help ensure that everything continues to run smoothly. Jessica also mentions that having an assistant allows her to engage in self-care when needed: “If I’m having a rough week, I take 30-40 minutes to take a walk. I love walking outdoors- I clear my mind, come back and reset myself.” 

Another way that Jessica finds support is through DIEEC’s Spanish-language Community of Practice (CoP) and her Quality Improvement Specialist, Erika. “She respects what I do, and she gives me feedback that helps me.” Jessica also mentions the What’s Up Wednesday calls that keep her up to date.  She’ll be a repeat attendee at DIEEC’s 1st State Family Child Care Conference this November 16 and is looking forward to the breakout sessions and connecting with her colleagues in the field.

Jessica starts each day early with a cup of strong black coffee, and prayer. She checks over her room, making sure everything is safe, in good order, and ready to foster positive learning experiences. One of her favorite parts of each day is seeing the children enjoy the activities she’s created for them. “You are raising these little humans to be great people in the future,” Jessica says. “This stage in their development is so important.” She also loves receiving spontaneous hugs and hearing “Tia, I love you!” “If you’re going to start in this field,” says Jessica, “ it has to be because it comes from your heart.”

DIEEC’s weekly What’s Up Wednesday updates are available in English and Spanish. Learn how to sign up on our Family Child Care Network page.

Learn more about joining one of DIEEC’s family child care Communities of Practice.

Haga clic aquí para leer el artículo de Jessica Arce en español.

Tredena Trott, Family Child Care Professional

Ask family child care (FCC) educator Tredena Trott if she has any advice for FCC colleagues who are thinking about attending DIEEC’s 1st State Family Child Care Conference this year, and her response is simple: “GO!”

Being the only adult in your workplace can be challenging. The conference is an opportunity to meet and connect with people from all over the state. Tredena loves the chance to exchange phone numbers with these colleagues and the supportive relationships that form as a result. Tredena says that in family child care, “you always have to be versatile and multitasking.” Family child care professionals are educators, but they are also small business owners. She appreciates the knowledge she finds in the breakout sessions at the conference: “How to organize, how to keep your books- they bring in people who have those careers who are able to help!”

Some 15 years ago, Tredena was a customer service representative with Aetna. She noticed that many of her colleagues struggled to find care options for their children with hours that worked for them. Tredena, who had previous experience caring for children at her church, saw both a need and an opportunity. She and her husband moved from Sussex county to Felton, Delaware, and when they built their home, they used the space allocated for a garage to instead create an inviting space for Tredena’s family child care program.

As a licensed family child care provider, Tredena currently has 9 children enrolled in her program, ranging in age from 1 year to 12 years. With children of different ages and different personalities, Tredena says you don’t always know what you’re going to get from day to day, but it keeps things interesting! She particularly enjoys time spent working with young children on fundamental skills like ABCs, colors, and numbers. The basics don’t have to be boring, though- Tredena knows that children benefit from varied approaches, and that different learners engage in different ways. In her classroom, they might learn about colors together, then get up and go exploring to find things that are red or blue or green- using their eyes and their bodies to support learning. She also emphasizes the importance of communication with parents and families- open two-way communication about children’s needs is essential to creating an environment where they will thrive.

Self-care helps keep Tredena motivated and engaged. During the week, if Tredena needs extra support, she calls on a substitute teacher. This can help give her a few additional hours to work on important tasks, or even just time to take a walk around her development, allowing her a few minutes to recharge. She says that on “Fridays I go down emotionally, physically, mentally…When I close that door to the garage- I’m getting into my relaxing clothes and reclining.” On Saturdays, Tredena typically reserves quiet time for herself, but at other times she makes a point of seeking out adult company at a church gathering, or a change of scenery by taking a quick weekend trip with her husband. “You have to be creative, you have to make time,” for self-care.

Groups like DIEEC’s Family Child Care Network offer Tredena a source of support, ideas, and new perspectives. She particularly looks forward to the in-person meetings she attends on the first Saturday of the month and the Make Time for Me self-care events. She has also found many FCC connections within her church community, and cherishes those. The connections formed through networks and conferences endure outside of those events: Tredena participates in ongoing group chats and social media groups with other family child care educators where they share information and fill each other in. The connection with other family child care professionals, says Tredena, “gives you the energy to be able to keep going.”

To learn more about the Family Child Care Network, click here.
To register for the 2024 1st State Family Child Care Conference, click here.

Meghan Eudy – 2024 DIEEC Early Childhood Educator of the Year Center-Based Program

Meghan Eudy is the 2024 DIEEC Early Childhood Educator of the Year award in the center-based program category! Meghan has been in the field for 14 years, all of them with the Delaware Technical and Community College Child Development Center (Owens Campus) in Georgetown. In this Provider Spotlight, we share Meghan’s reflections on her role, in her own words.

Share examples of how you engage in professional opportunities, organizations, and/or professional development.
“I feel staying up to date on the latest information pertaining to early childhood is very important to remain successful in this position. To do so, I complete trainings offered and suggested each year. The trainings I prefer are hands-on. I have completed multiple trainings, including PRIDE, with our mental health consultant. I have completed Conscious Discipline. As a center we use Teaching Strategies Gold, in which I complete trainings on the site to stay up to date on the latest resources offered. I serve as a role model/mentor at my center for both new and existing staff to help them become successful educators in this field.”

What excites you most about your role each day?
“The children are what excite me the most about each day. Walking in to the children’s smiling faces each morning, and feeling those little arms wrap around me for a hug, really reminds me of why I do what I do. Young children are constantly learning something new and every day is an adventure. To be a part of that adventure and learning process is such a rewarding feeling. Knowing that I am helping these children, through multiple domains, develop skills that are going to benefit them for the rest of their childhood is what makes my job so special. Some children come in and their family is going through a tough time or the child is having a hard time with development and I can be the support they need, the one who comforts them in the classroom, and gets to work with them each day. To see a child accomplish something new or something they have been trying to do and the big smile they get and sparkle in their eyes, reassures me that I am doing a great job.”

How do you enhance the development and potential of each child in your classroom?
“When focusing on each child individually you really get to know who they are and what needs they have. Each month I complete individualizations for each child and I work with them one on one to meet their goal. At the end of the month, it is okay if the goal is not met and they still need more time- that just means more one-on-one time with them. While whole group activities can be fun, not all children are going to be successful and get the same benefit from the whole group settings.”

Tell us about the most challenging part of your day. How do you meet that challenge?
“I feel the most challenging part of the day comes towards the end of open centers. The children have interacted with each other for most of the morning and been together in the classroom. As a young child understanding your emotions and expressing them are hard, so when they have had enough of an activity they don’t always know how to express that or express themselves. As their teacher, it is my job to look for the clues and help them. It’s in these times that I switch up the environment. Music is a great outlet for children to let loose and be expressive, so this is when music and movement can help, also activities such as yoga, shaking the large parachute, dividing the class in groups and interacting with them in small group settings can also be beneficial.”

What do you most want those outside of the field of early childhood education to know about the importance of the work you do with children?
“For others to understand the importance of the work early childhood educators are doing. It’s our responsibility to work alongside the families to help mold and shape them into the children they are becoming. I feel that as an early childhood educator, I help lay the foundation for what these children are going to base their experiences and knowledge from. I am paving the way for their social and emotional development, as well as academic learning. Everything early childhood educators are doing is valuable, and we are here because we love the children, not just to have a job.”

Congratulations again, Meghan, on your well-deserved recognition!