Introduction- EDUC-6005

This is a picture of my sister on the left and my beloved mother whom we lost 2009 shortly after my extreme premature daughters were born. My was holding me on her lap, and always told me stories about how I was the most squeezable child, probably a nicer way to say I was chunky!

Destinee and Makenzie, born February 4, 2009 at 25 weeks.

This is me now!!!!!






 I have worked in Early childhood for over 14 years, throughout that time there has been challenging days, and very rewarding days learning and growing with the children I teach from year to year.. I am a wife and mother of five girls, my oldest will be graduating high school this year, and heading to Mars Hill College in NC in the Fall.

Favorite children's Book:

I Love My Hair! By: Natasha Tarpley

This is a wonderful book that teaches a certain awareness of diversity, not only through one's skin color, but the texture of their hair, and the history behind it.

And Tango Makes Three. By: Justin Richardson

Teaches children that there are all types of families that are unique and different, although they may appear different to some, the love they share are the same.

A Moment To Remember.....

The Fall of 2012, a family and young four year-old child who I shall call J. walked into my young preschool classroom. As I began to introduce myself to his mother and father I felt a tug at my leg. I looked down to a blue-eyed child with a huge smile and a thumb sticking out the side of his mouth, with the free hand he waved, and began mumbling words only he could understand.

 Prior to the start of the year my co-teacher and I read over each of the children's personal information,m as well as their "All about me" journals which shares things about what they like/dislike and a little family background.J is a child with Global delays which include; speech delays, swallowing/feeding delays, and sensory issues.

 As J's mother spoke to me about any last instructions before departing, I noticed J and his father out of the corner of my eyes admiring the pictures on the walls and testing the large trucks that lined the block center wall, J also thought it would be cool to see what would happen if he jumped off of the book shelf. I immediately turned my attention back to mom with the thought of "ugh.. this is going to be a long year".

 J's mother explained to me briefly why they left their past center which he had attended since he was a year old, she stated that the director told her it was to costly to keep J at their center due to his special dietary needs, his high demands with needing specialists daily could no longer be done due to budget cuts, and last the teacher's felt overwhelmed and due to some of his physical challenging behaviors, other families feared for their children's safety.

 As the year got started my co-teacher and I felt the challenges and high demands of J we were given a heads up about, as well as the wrath of other families fearing J would hit or severely hurt their child. After a lot of team meetings, planning, constant communication and partnership with J's family, the other children learned about J, why he has the challenges he has, and ways we all can work together as a classroom community to help him and each when needed. 
The children would go home and talk about J in such a positive way that the families in urn began to come in and volunteer, the families built a partnership with one another, that eventually helped J' the school year J was able to receive speech therapys mother and father with respite care so that they could focus on house cleaning and other things they may have found challenging with having to care for their son.

 J was one of the first children our county to receive an updated language communication device funded through an Early head start program that knew about his developmental needs! Throughout the school year J was able to receive speech therapy, physical therapy, and he special feeding therapy which was also shared with the teachers so that we were able to facilitate these needs for J on the days the therapists were not there.

As I was setting up my classroom with cool activities for the last week of the program school year, I was startled by a door being flung open and a child runs through the door with his mother and father running behind him. I greeted J's family and felt a tug at my leg, again a smiling blue-eyed child looks up to me and says; "hi", at the same time signing; "good morning".


Part of the problem with the word 'disabilities' is that it immediately suggests an inability to see or hear or walk or do other things that many of us take for granted. But what of people who can't feel? Or talk about their feelings? Or manage their feelings in constructive ways? What of people who aren't able to form close and strong relationships? And people who cannot find fulfillment in their lives, or those who have lost hope, who live in disappointment and bitterness and find in life no joy, no love? These, it seems to me, are the real disabilities.”
― Fred Rogers, The World According to Mister Rogers

A Child's vision:






I love this picture because, it does not just show a child holding a marker, crayon, or pencil. This picture shows a child who decided to  use art a sensory experience as well as a creative experience!

 Why I do what I do.....

• I have the passion for working with young children.
• I never have to worry about every day being the same.
• I enjoy the nurturing aspect..
• I want to be a role model for young children.
• I enjoy the partnerships and relationships with families, specialists, and colleagues along the way.