Reflections

As Carr notes, wisdom develops through “openness of experience and a capacity to reflect on experience to make sense of it” (2011, p.2). This resonates deeply with my journey—one filled with both learning and unlearning, not just throughout my professional career but within this MEd program as well. Each experience, challenge, and moment of growth has contributed to the ongoing movement of my river, shaping me into the educator I am today. Reflecting on the process of creating this portfolio, I have assembled learning materials that are more than just artifacts; they are reflections of memories, lessons, and transformations. Each stream in my journey—flowing through different countries, cultures, and perspectives—has influenced my identity, my practice, and my vision for the future. These experiences have intertwined, much like tributaries merging into a larger body of water, symbolizing the continuous cycle of growth and change.

As educators and leaders in early childhood, our role is to embrace the complex identity of the teacher-leader, navigating the tensions that come with this dual responsibility (Cooper, 2020). Being in the field, I’ve come to learn that as a profession, we are constantly evolving, learning, and unlearning dominant discourses. We are not simply facilitators of learning; we have to be catalysts for critical inquiry within our practice. Escamilla and Meier’s (2018) article mentions how each reflection is an act of advocacy, a step toward better, more inclusive pedagogical practice- challenging ourselves daily to reflect critically on our practice to continuously question the norms, consistently pushing boundaries, and becoming agents of change. Coming full circle, I find myself back in my hometown, where my roots—both familial and educational—are deeply embedded. In my current role, I find myself at the intersection of theory and practice, continuously refining my leadership skills while ensuring quality early childhood practices. As I navigate the complexities of working within the private sector of early childhood, balancing business priorities with quality pedagogy is quite the challenge. Because of this, I would like to continuously reflect on the importance of leadership in shaping inclusive practices and developmentally appropriate environments- an ongoing process of learning and unlearning. 

However, I would like to emphasize that this is not an endpoint but rather another evolving stream. Looking ahead, my ultimate goal remains the same: to be able to be part of an organization that contributes to global efforts in early childhood education and advocacy, becoming able to provide education and care in countries that may not have access to it. Our work as educators and leaders is not static; it’s living, breathing knowledge (Vintimilla et al., 2021). Like ripples in a pool of water, my journey within this Master’s program has solidified my passion and equipped me with the tools to move forward with intention. Connecting this back to my metaphor, the diverse streams of knowledge, experience, and relationships have now pooled into a vast and rich body of understanding—one that will continue to expand and evolve. With this graduating project, I hope to also inspire others to embrace change, challenge dominant narratives, and advocate for the importance of Early Childhood Education. Just as a river never truly stops flowing, my journey is ongoing, carrying me toward new opportunities, new challenges, and new possibilities.