education environments and that we offer supports to ensure that this happens.
You are obviously a champion for children and families. How did you become interested in early childhood education; specifically, special education? social opportunities they would have before the pandemic, and we found that led to some challenging behaviors once children entered an early learning setting. It reminded us that we have to focus on building strong relationships with children.
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I come from a long line of fabulous teachers, and I always knew teaching was in my blood. When I was in high school, one of my teachers asked me if I would consider helping her sister, who had a disability. I said yes and began to go with her 27-year-old sister to Special Olympics events and her clubs and organizations. At that point, I completely fell in love with special education. I worked all through college at a summer camp in Louisiana for children with disabilities. I started as a counselor and ended up being program director. I decided I wanted to be part of this population every day.
You’ ve spent time as a pre-K instructional coach. Was there a recurring theme to that work?
Pre-K curriculum and instruction in our Texas pre-K guidelines focus on language and communication, independence skills, functional skills, and social and emotional development. Most of the work targeting those fundamental skills is through well-planned and well-implemented learning centers. Children learn to collaborate with others, to be a member of a community, and more. When we integrate cognitive and social and emotional skills, we prepare children for the academic learning to come. That’ s part of developmentally appropriate practice.
This became particularly important after the COVID-19 pandemic. Children didn’ t get the kinds of
Besides focusing on social and emotional and relationship-building skills, do you have other insights into what makes a strong early childhood curriculum?
There needs to be a balance between teacher-directed and student-directed learning. Sitting in a circle for 30 minutes and listening to instruction is just not developmentally appropriate. Different formats can help. For example, learning centers can be adapted to meet children’ s individual interests and needs. Small groups of children can work on Individual Education Program [ IEP ] goals with their teacher. This blends independent exploration with targeted, individualized support. It’ s an intentional approach, and because activities align with their IEPs, children can practice key skills while staying engaged through meaningful learning.
What’ s ahead for you?
I moved into my current role because I wanted the opportunity to learn and grow. I feel like this has been one of my biggest learning years, and I’ m so happy with that. I’ ve learned how you can adapt a physical education activity for a child with very limited physical abilities; I’ ve learned ways to approach students with visual impairments. I enjoy learning new things and seeing how I can apply them to my passions of early childhood and special education.
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Photographs: courtesy of Alexis Rosales Copyright © 2025 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC. org / resources / permissions.
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