There are many transitions made throughout our lifetime. One of the most significant transitions for a teacher of young children occurs when a child moves from preschool to kindergarten. This journey can be so exciting, but it can also evoke anxiety for children and parents alike.

I once read a study on friendship that stated that children need at least one close friend throughout their primary and secondary education to have successful school experiences. As the parent of a high schooler, I can tell you that this is true.

Do you ever get to the door of the classroom and realize that you’ve carried a backpack, lunchbox, and jacket while your child has skipped into the classroom empty-handed? It sometimes seems easier to be the one in charge of carrying everything. Still, in the long run, it actually becomes a burden. To facilitate independence in young children, it is our job to ensure they are responsible for their belongings.

When I facilitate in person workshops I always start by telling a little bit about myself. I talk about how long I’ve worked with children/families, what ages I’ve taught and why I decided to leave the classroom to work with teachers. I also share that I am an introvert with a generalized anxiety disorder.  

In Part 1 of my blog post on professional growth, I share why growing personally and professionally is necessary. It is important to remember that developing and reflecting on our teaching practices is not something that we rush to complete. I am twenty years into my educational career, and I am still learning and growing. There are often I wish I could turn back the clock to apply my newly developed skills in an early education classroom. Instead of focusing on the past, I take to heart the saying, "when you know better, you do better." I share the gifts of this new knowledge with educators so they can transform their teaching practices.

You might have guessed that the topic of professional growth is near and dear to my heart. My entire business was created to provide continuous opportunities for teachers and parents to reflect upon their practices.

One sentiment that I’ve heard echoed from infant and toddler teachers across the country is that they don’t feel valued by their peers, administrators or classroom parents.