1). I Believe in Children First
I advocate for children. What is the most supportive plan of action for the child as an individual, while working within the context of the family.
Early childhood centers are struggling to train, retain, and pay teachers appropriately. Teachers are underpaid, unprepared for the challenges of the classroom, and often times exhausted. Administrators are overwhelmed with the task of preparing teachers and engaging with parents, while maintaining a balanced budget. Parents are raising babies and children in a whole new world of technology, information, and high pressure. The systems are strained and stressed.
As an advocate for early childhood education and psychotherapist, I inform, inspire, and interact with parents, teachers, and stakeholders to create systems that function with more consistency, clarity, and positive purpose for young children, especially for infants and toddlers.
I ask the question: What needs to shift or change to make space for the essential building blocks of relationship – presence, care, connection, and play?
I consult with families and administrators to work with identified challenging behaviors at school and bridging the communication gap with parents.
I consult with parents, teachers, and administration to collaborate and co-create the best possible environment for young children. Both places need to be consistent and nurturing for the foundational skills needed to be successful in school and life.
I give inspirational presentations to parents, teachers, and administrators about the importance of the work they do with young children.
I provide presentations for early childhood centers providing psycho-education classes on attachment theory, brain states, and social-emotional topics for a deeper understanding of early childhood ages and stages.