Live From Snack Time Scholarship

My approach to supporting early childhood development is deeply informed by my lived experience. My intersecting identities are not separate from my practice, rather, they guide everything I do in the classroom. I know firsthand what it’s like to grow up in spaces that don’t reflect or accommodate who you are. That’s why I work to create learning environments where all children feel safe, seen, and empowered to be exactly who they are. I currently work at the Child Development Center of Western Oregon University as an assistant teacher/substitute director. In my classroom, I prioritize accessibility, inclusion, and cultural responsiveness. I use visual supports, sensory tools, and multiple forms of communication, including ASL, to make sure every child can engage in ways that work for them. I incorporate flexible routines that support neurodiverse learners, recognizing that kids don’t all experience or process the world in the same way. I draw from my culture as a member of the Caddo Nation of Oklahoma, centering community care, storytelling, land-based learning, and deep respect for each child's spirit and autonomy. I also make sure my students see diverse identities reflected in our books, activities, and language, affirming indigenous, queer, disabled, and various other possible identity experiences from the very start. My decision to enter early childhood education came from both a place of love and resistance. Growing up, I rarely saw educators who looked like me, shared my identities, or understood the ways I navigated the world. I want to be the teacher who validates, uplifts, and creates space for every kind of brilliance, no matter a students’ identities. Early childhood is such a crucial time for shaping how we see ourselves and others. I believe that affirming a child’s identity from the beginning lays the foundation for lifelong confidence, empathy, and resilience. By modeling care, consent, and community in my classroom, I aim to help children not only grow academically, but also emotionally, socially, and spiritually. For me, teaching is both a calling and a form of advocacy. School should mean more than meeting developmental milestones. it’s about co-creating spaces where every child can thrive without having to hide who they are. My work is a commitment to justice, rooted in love for my communities and in the belief that early education can be a powerful force for liberation. I don’t just want to teach children, rather, I want to help build a future where all of us belong.