Quatesha Streeter

Philosophy of Teaching

Awarded Bachelor's Degree in Early Childhood Education in Early Childhood Education on June 30, 2025.

• 3.45 GPA
• Thesis:

As a Head Start preschool teacher and assistant director of a daycare center, I see my current role as both a practitioner and a leader in early childhood education. I am deeply committed to creating nurturing, play-based, developmentally appropriate environments where young children feel safe, supported, and inspired to explore and grow. I believe in teaching the whole child—supporting their cognitive, emotional, social, and physical development through intentional interactions, guided discovery, and responsive care.

Looking ahead, I envision my role expanding further into advocacy and leadership. I aim to be a voice for quality in early learning, equitable access to care, and the importance of social-emotional learning in the foundational years. My future role includes mentoring new educators, shaping curriculum and policy, and contributing to the broader conversation about what young children need to thrive.

My teaching philosophy is rooted in constructivist theories, particularly the work of Jean Piaget and Lev Vygotsky. Piaget’s belief in hands-on, discovery-based learning resonates with how I design classroom experiences—children learn best through active engagement and exploration. Vygotsky’s concept of the Zone of Proximal Development (ZPD) and the importance of social interaction in learning informs my belief in guided play, scaffolding, and the teacher’s role as a facilitator. I also draw from the work of Bronfenbrenner’s Ecological Systems Theory, recognizing that each child’s development is influenced by many layers of environment and relationship, and our classrooms must be responsive to those realities.

Research consistently supports the importance of high-quality early learning experiences and emotionally responsive teaching. Studies show that secure attachments, consistent routines, and emotionally supportive environments are linked to better cognitive and social outcomes in children. This evidence reinforces my commitment to nurturing positive relationships and classroom communities where children feel seen, heard, and respected.

Professional growth is essential to staying effective and inspired in my role. I am committed to ongoing development through continued education, workshops, professional learning communities, and reflective practice. I also find great value in staying connected to current research in the field, participating in advocacy initiatives, and engaging in mentorship—both giving and receiving guidance.

Social-emotional development is at the heart of everything I do in early childhood education. I believe children must feel emotionally secure before they can learn effectively. A child’s ability to recognize and regulate emotions, develop empathy, build relationships, and navigate challenges is foundational to both academic and lifelong success. My approach to classroom guidance is rooted in positive guidance strategies, emotional coaching, and helping children develop internal regulation rather than relying solely on external discipline. I strive to create environments where children learn not just what to think, but how to feel safe and valued as thinkers, friends, and individuals.

In essence, I believe that early childhood education is not just preparation for the “real world”—it is the real world for young children. And in this world, they deserve care, respect, joy, and challenge in equal measure.