Early childhood is one of the most critical stages in a person’s life. During these formative years, children begin to develop their sense of self, how they relate to others, and how they learn. What happens in the early years lays the foundation for lifelong learning, behavior, and well-being. I chose the field of early childhood education because I believe this is where I can make the most lasting impact—by helping children feel secure, capable, and curious from the very beginning. My decision to pursue early childhood education came from a combination of personal reflection and hands-on experience. I’ve always loved working with young children—their honesty, imagination, and joy in the smallest discoveries inspired me. Volunteering in early childhood classrooms gave me a deeper understanding of the developmental milestones children face between birth and age eight. I saw the challenges some children encounter, whether due to developmental delays, trauma, or limited access to quality learning environments. That motivated me to be part of the solution—to become an educator who can support the whole child, not just academically, but socially, emotionally, and physically. I plan to support early childhood development by creating nurturing, inclusive, and engaging learning environments where every child feels safe and valued. My approach will focus on building strong, respectful relationships with both children and their families. I believe early learning is most effective when it is grounded in play, exploration, and responsive teaching. Through age-appropriate, hands-on activities, I will encourage language development, motor skills, emotional regulation, and critical thinking. Social-emotional development is especially important to me. Young children are learning how to express their feelings, interact with others, and handle challenges. I plan to intentionally teach these skills by modeling empathy, supporting problem-solving, and incorporating social-emotional learning into the daily routine. A classroom community built on kindness, patience, and consistency gives young children the confidence they need to take risks and grow. I also believe in partnering with families. Parents and caregivers are a child’s first teachers and maintaining open, respectful communication will be a cornerstone of my teaching. By sharing observations, celebrating progress, and collaborating on strategies, I aim to build trust and support each child’s development both at school and at home. Finally, I plan to continue learning. Child development research is always evolving, and I want to stay informed about best practices in early education. Whether through professional development, collaboration with colleagues, or ongoing study, I am committed to growing as an educator so I can better serve my students. In choosing early childhood education, I am choosing to invest in the roots of lifelong learning. I see every day as a chance to help a child feel capable, curious, and loved—and I can’t imagine anything more meaningful than that.

My inspiration to become a teacher comes from a combination of personal experiences and the influence of a few extraordinary educators who impacted my life in lasting ways. Growing up, school was not always an easy place for me. I often felt like I didn’t quite fit into the mold of what a “successful” student was supposed to look like. I was diagnosed at the age of 7 with ADHD and that was a title that was put on me I couldn't think about myself as someone who was going far when I couldn't focus on homework, I would end up overwhelmed, and unsure of myself. But one teacher changed everything for me. I was in second grade with a teacher named Ms.Elliot, She was patient, observant, and deeply empathetic. Instead of focusing solely on grades or behavior, she paid attention to who I was as a person. She encouraged me to speak up, recognized the effort I was putting in, and always made space for me to ask questions without fear of judgment. It wasn’t about her just being “nice”—it was about her belief that every student had value, including those who didn’t always stand out. That year, I gained more than academic knowledge—I found confidence, and self-worth, and changed the way I looked at myself and this title of ADHD. Later, during high school and during my first two years of college, I had opportunities to volunteer in inclusive classrooms and work with students of all kinds. Those experiences were transformative. I saw how much students could thrive when someone took the time to meet them where they were. I saw how every child, regardless of ability or background, had unique strengths that often went unrecognized. I knew then that I didn’t just want to work in education—I wanted to be part of creating a space where every student felt empowered, understood, and capable of success. My journey as both a learner and a mentor has taught me the value of empathy, adaptability, and connection. As a future educator, I plan to use these lessons every day. I want to build a classroom community where students are safe to be themselves and encouraged to grow in their ways. I believe in the importance of celebrating small victories, promoting self-advocacy, and showing students that challenges are not roadblocks—they’re opportunities to grow stronger and more resilient. In addition to supporting students, I also hope to inspire others—future teachers, families, and colleagues—by modeling what it means to lead with heart, purpose, and commitment. I plan to be a lifelong learner who is always listening, improving, and advocating for equity in education. Whether through collaborating with fellow educators or simply showing up consistently for my students, I hope to create a ripple effect of positivity, patience, and possibility. Ultimately, I became inspired to teach because someone once believed in me when I didn’t believe in myself. My goal now is to be that person for someone else—to use my experiences not only to teach content, but to nurture character, inspire confidence, and remind every student that they matter deeply. I have had some teachers who have changed the way I look at life. I went from not knowing what to do as the girl with ADHD but someone who was going to make other little kids feel heard and that nothing could stop them. I am now going to school to get my BS in Early childhood education and have 2 years left. Every day I want to make everyone know their worth and that no label can stop you from shooting for the stars and feeling worthy. Someone great once told me " You can't feel little or worthless unless you give someone that power to do so, and you never give anyone that power"

I am pursuing a career in teaching because I believe in the transformative how education is seen and learned—not just to shape minds, but to build confidence, foster belonging, and unlock potential that might otherwise go unseen. From a young age, I was always finding ways to help others. I tried to understand the world around us. But it wasn’t until I was in high school and looking back I wanted to make sure I was really putting myself out there and how I would apply myself and change the world. I went into education in college and in my sophomore year I started to work closely with students with diverse learning needs I realized the kind of teacher I wanted to become: one who sees every student, not just for who they are, but for who they can become. Teaching, to me, is more than a profession—it’s a promise. A promise to show up, to support, to listen, and to never give up on a student’s ability to grow. I am especially passionate about creating inclusive classrooms where all learners feel valued and capable. I want to ensure that every child, regardless of ability, background, or learning style, has access to an education that empowers them—not just academically, but emotionally and socially as well. Teaching allows me to be part of something bigger than myself: the daily work of helping students discover their strengths, face challenges with courage, and find their voice in the world. I was told this in a classroom one time “Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela. Every person has an educational background and teachers are the ones who help with this in everyone,I want to be a teacher who makes an impact in my student's life and has a long-lasting effect on the student's education. I want to know I'm making a change in the world no matter how small or how big. That’s why I’ve chosen this path—not because it’s easy, but because it matters deeply. Nothing will stop me from reaching for the stars and making education fun and somewhere safe for the kids to come and be themselves and shoot for the stars and won't let anyone tell them otherwise. Again Teaching allows me to be part of something bigger than myself: the daily work of helping students discover their strengths, face challenges with courage, and find their voice in the world. I am excited to inspire curiosity, model resilience, and foster a love of learning that students can carry with them for the rest of their lives—both inside and beyond the classroom.

"I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." — Professor Harold Bloom To me, Professor Bloom's statement means that teaching is not merely about transferring knowledge, but about awakening the student to their own potential, identity, and capacity to engage meaningfully with the world. A "sense of presence" is a deep recognition of one's value and place in life—a feeling that "I exist, I matter, I can make a difference."In special education, this goal is profoundly important. Many students with disabilities face challenges that can make them feel invisible, underestimated, or disconnected. My passion for special education stems from the belief that every child has an inner world worthy of discovery and expression. Helping students discover their unique voice, strengths, and confidence is not only a mission—it’s a calling. Even if I'm just a general early childhood education major, I have taken the time to learn and understand special needs and how to be able to help students who have special needs succeed and feel heard and seen. Every student matters no matter what name is on the paper or how they might learn. I think having the mindset to help every student succeed and reach their goal is important. I have been able to study and sit in some classrooms with special needs students, truly they are the most kind-hearted and sweet kids. I want to be the teacher that kids look up to and always feel safe and welcomed no matter their title. I was blessed with some teachers who went out of their way to make us feel seen and understood, and that made all the difference. I want to make sure families feel safe leaving their students and helping those students figure out who they are and what they wanna be. Everyone can shoot for the stars but having someone to support you makes all the difference. As teachers, we are here to teach and support our students. My goal is to make the special needs students who I will be blessed to teach, know that they have no limit to what they wanna do. Making sure you understand and meet the needs of your students is extremely important and I will do that for every single student no matter if they are in general education or special needs education. Fostering a safe loving environment is important. Fairy tale: Once upon a time, in a quiet kingdom called Evergray, there lived a teacher named Elia, known across the land not for magic spells or royal lineage, but for her ability to hear what others could not—the unspoken dreams of children. In a tucked-away glade within the Whispering Woods, Elia taught a small class of children who were often misunderstood by others. Some didn’t speak with words; others moved through the world in rhythms unfamiliar to most. But Elia knew that each child carried a brilliant light, hidden beneath layers of silence and doubt. With a cloak stitched from patience and boots laced with curiosity, Elia traveled each morning to the glade. There, she listened—not just to what the children said, but to how they looked at the sky, how they arranged stones into patterns, how they danced without music. One day, a storm swept through Evergray, and the kingdom lost all its colors. Panic spread. But in the Whispering Woods, Elia turned to her students and said, “Show me the colors you carry inside.”One by one, the children stepped forward—painting skies in sign language, singing in tones only the trees seemed to understand, drawing joy in the dirt with sticks and smiles. The colors returned—not just to the forest, but to the kingdom, brought forth by the children who had finally been seen, heard, and believed in. Elia’s gift was not magic. It was a presence—the ability to help each child discover their own and from that day on, the people of Evergray came to learn from the children of the Whispering Woods, and Elia’s class became the heart of the kingdom, pulsing with courage, creativity, and light.