“I treat every day like a clean slate—whatever happened yesterday is in the past, and we’re ready to tackle a new day together.”

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Shannon is an early childhood educator at St. Anthony’s Preschool in Ambler, Pennsylvania, where she works with toddlers and preschoolers. She earned her Child Development Associate (CDA) credential in 2024 and is currently continuing her education at Delaware County Community College, with plans to earn both her associate and bachelor’s degrees in early childhood education.

 

Shannon is deeply committed to intentional, relationship-based teaching. She finds joy in children’s honesty, curiosity, and growth, and takes pride in creating a classroom where each day begins with a clean slate. By observing children closely and learning their individual interests and needs, she thoughtfully plans experiences that support emotional regulation, development, and learning.

 

Building strong partnerships with families is central to Shannon’s practice. She values open communication and believes understanding what happens at home helps her better support each child at school. She also uses reflective tools, such as ABC behavior data, to identify patterns and respond to challenging behaviors with purpose and care.

 

Grateful for the support she received while earning her CDA through Teaching, Leading, Coaching (TLC), Shannon credits her instructors and classmates for helping her persevere and succeed. She is passionate about continued learning and encourages new educators to build strong relationships, remain flexible, care for themselves, and celebrate the small moments that make early childhood education so meaningful.

“Seeing children’s eyes light up when they learn something new makes every moment worth it.”

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Beyza is a preschool educator at the Goddard School in King of Prussia, Pennsylvania. She brings enthusiasm and intention to her classroom and is excited to continue growing as an early childhood professional.

 

In 2024, Beyza earned her Child Development Associate (CDA) credential through Teaching, Leading, Coaching (TLC). She credits TLC with providing encouragement and support throughout the process and encourages others to stay organized, ask for help, and believe in themselves as they begin their own CDA journey.

 

Beyza finds meaning in the small moments that reveal how children connect and learn in their own ways. A standout experience occurred during circle time, when a child who often seemed disengaged asked why circle time ended early because she wanted to keep singing—reminding Beyza that engagement looks different for every child and that small moments are big wins.

 

Intentional teaching guides Beyza’s practice. She plans with purpose, considers each child’s needs, and prioritizes social-emotional learning. Through strategies like a daily “feelings circle” and open-ended questioning, she creates an inclusive classroom where children feel seen, heard, and valued. For new educators, Beyza encourages patience, observation, and seeing the world through a child’s eyes.

“Watching children grow and gain confidence in themselves is truly amazing—it’s a joy to be part of their learning journey.”

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Jadie Pagan is an early childhood educator at Vámonos Childcare in Warrington, Pennsylvania, where she works with infants, toddlers, preschoolers, and kindergarteners. She has earned her Child Development Associate (CDA) credential and is currently working toward her associate degree in early childhood education.

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Jadie is passionate about creating inclusive and welcoming environments rooted in strong relationships with children and families. She prioritizes learning about each child’s background, culture, and individual needs, and intentionally incorporates diverse books, materials, and visuals that reflect different cultures, abilities, and family structures. Jadie believes it’s essential that every child and family feels seen, valued, and that they truly belong.

 

One of Jadie’s greatest joys is witnessing children’s growth, especially as pre-kindergarten learners develop confidence in reading and writing. A memorable moment occurred during circle time when a child who often appeared disengaged expressed disappointment that circle time ended early—reminding Jadie that engagement looks different for every child and that small moments often matter most.

 

Intentional teaching guides Jadie’s practice. She plans with purpose, using her understanding of child development to design meaningful learning experiences that support growth. Passionate about developmentally appropriate practice (DAP), Jadie encourages new educators to be patient and trust that the challenges are worth it.