Growing up in a home where four and sometimes five generations gathered regularly, I learned early that relationships, storytelling, and shared play are the heart of learning. Summers without screens—spent camping, playing board games by lantern light, and sharing stories around the fire—taught me that curiosity and connection are powerful teachers. Those moments shaped my belief that learning is relational, contextual, and deeply enriched through play. I saw how laughter, conversation, and imagination help children problem-solve, build persistence, and develop empathy.
Today, that same belief guides my professional journey. Inspired by the work of Lev Vygotsky and Jean Piaget, I see learning as both social and self-constructed—something that happens best when children (and adults) are challenged, supported, and inspired to explore. I design environments where learners can “grow a head taller” through play, reflection, and collaboration. Whether guiding young children or mentoring educators, my goal is to create joyful, intentional spaces where curiosity is nurtured, voices are honored, and growth is shared.
This project demonstrates my growth in translating theory into practice through the design and facilitation of inquiry-based, collaborative learning experiences. Grounded in the work of Dewey, Vygotsky, and Bruner, it reflects my ability to connect sociocultural and constructivist theory to classroom application while fostering higher-order thinking and authentic engagement. Through this work, I strengthened my capacity to design learning environments that promote curiosity, autonomy, and shared meaning-making for both children and educators.
Growing “A Head Taller”: Leadership, Learning, and the Sociocultural Lens of Early Childhood 