My Why

I didn’t start thinking about what it means to be in the presence of children when I went to school to be a teacher, or when I became a mother, or even when I obtained my graduate degree in early childhood education—I’ve been thinking about what it means to be in the presence of children since I was a child.

A woman and a young child smiling and looking at each other outdoors in a park or yard with trees and buildings in the background.

As a sensitive, observant daughter of a single mother living in New York at the height of the Civil Rights Movement, I was always watching, learning, and reflecting on rights and responsibilities, and on how adults made their values visible. I was socialized, and it was modeled for me, that ALL humans have rights to love, to life, to dignity…but that not everyone believed that to be true.

And because of this in various roles as professor of early education, head of school, teacher, mother, grandparent and a daughter, I have spent 41 years helping the adults in the presence of children make their values visible within their interactions, choices, curriculum and place value on children and childhood in everything they do.

I strongly believe that to parent and teach honestly and mindfully means that we commit to being aware of our own thoughts, beliefs and actions and parent and teach from facts: who we are, who our children are, and from our values.

As a result of removing fear and fantasy from our parenting and teaching we become more able to accurately, lovingly guide, empower and protect our children and give them the skills to create and participate in a world we want to exist.

I’m loyal to children and to the grownups who care about them. I’ll tell you the truth about what I hear, but I’ll never leave you alone with it. We move at a pace that feels manageable, with humor, honesty, warmth, and very practical next steps.

Abstract geometric artwork with a large pinkish circle overlaying a background of colored rectangles and semicircles in green, brown, yellow, and blue shades.

My Guiding Principles

Dignity for every child

Children are not problems to manage. Childhood is not something less than adulthood. Children are humans whose experiences shape their present, past and future. I help adults respond to behaviors, temperament, stages of development, and situations, in ways that protect each child’s dignity and right to feel seen, heard, trusted and loved.

Honesty without shame

We can talk frankly about what’s happening—in your home, classroom, or school—without blame, shame or guilt. Clear, kind honesty will be our lens and our guide as we work together.

Deep listening & PRESENCE

Change starts with being truly seen. I listen closely to you and help you practice presence. I help you remember your strengths, innate wisdom and understanding of your child with compassion, and possibility.

Gentle rebellion against broken systems

I’m not here to help you comply with systems that are actively harming children or your staff. I’m here to help you work within them where you must and push their edges where you can in pursuit of a just and caring world that honors children and childhood.

Playfulness & sophisticatioN

We will be rigorous and research-driven and also laugh together. Our work will be grounded and reaching, elegant and not too precious—just like real life with children.

Process not perfection

There is no such thing as a perfect parent, perfect teacher or perfect child. That will not be what we reach for. We will reach for and design adaptable, mindful, wholehearted, systems and strategies. We will create a process that will become a daily process of reflection and action.