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     When I made the decision to get my 

Masters in Early Childhood Education at 

Towson University, I had already completed 

my first year of teaching in a second and third 

grade special education classroom for 

students with moderate to severe 

disabilities.   Furthermore, I had experience 

working in inclusive early childhood 

classrooms and self-contained early childhood 

special education classrooms.   Moreover, I had 

provided Adapted Behavioral Analysis Therapy 

in the home setting for children with autism.

     When I entered the program, I believed I already had 

extensive knowledge about teaching young children.   I was 

confident that I understood the development of young children 

and was using developmentally appropriate practices in my 

classroom.   In addition, I felt that I was administering formal 

and informal assessments effectively to develop an 

appropriate education program for each of my students.   I 

believed my undergraduate program had prepared me to 

guide my students' learning in ways that support their 

learning.   Furthermore, I was positive I had already 

established a positive learning environment for my students 

and I did not need to make any modifications to my 

classroom.   As a result,   I came into the Early Childhood 

Education program with little expectations of growing as a 

teacher.   I did not realize this program was going to be a life 

changing experience for me.

     When I started my first master's class, which was ECED 609 Growth 

and Development of Young Children, I immediately realized I was not the 

elite teacher I believed I was.   I am embarrassed to say my 

understanding of child development was minimal.   I knew children reach 

developmental milestones at specific ages.   In addition, I learned about 

the variety of child development theorist.    However, I did not realize the 

significant influence these theorist have on child development.   I now 

believe it is imperative I use the various theories to determine the 

developmental levels of my student, so I am able to provide 

developmentally appropriate practices to support my students’ learning.  

For example, I use Erikson’s stages of psychosocial development to 

determine each student’s level of prosocial development.   I use this 

information to develop best practices to foster each student’s prosocial 

development.   The knowledge I have gained about child development has 

enabled me to develop practices that meet the unique needs of my 

students.   As a result, I have established a positive learning environment 

that provides a meaningful learning experience for my students.

     Another area that I have grown is in my understanding of 

assessments.   In the state of Maryland, students accessing the 

fundamental life skills curriculum are required to take the Alt-MSA, 

which is an alternate state assessment.   My students fell into this 

category; therefore, every year I had to administer this formal 

assessment.   I felt pressured for my students to do well on this 

assessment.   As a result, I was planning my instruction around the 

skills that my students needed to acquire to be successful on the test.  

Unfortunately, I was not assessing the whole child, so I could develop 

an educational program that fosters the student's development in all 

areas.   Instead, I was administering assessments only for the purpose 

to see where my students are compared to the norm.   However, I have 

now learned that assessments are used for a variety of purposes.   I 

now understand it is imperative that teachers use assessments to track 

student progress, develop effective interventions, make modifications 

to the instructional program, and to communicate student progress to 

the families.   I now develop assessments that enable me to assess the 

whole child, so I can develop an education program that allows each of 

my students to reach his or her full potential.

     During the program, I was fortunate to be part of the Art institute.  

This experience has truly opened my eyes to the importance of 

integrating the arts into all content areas.    Prior to joining the institute, 

I strongly believed the art, PE, and music teachers should be the only 

individuals teaching the arts.   Of course, I provided opportunities in the 

classroom for music, drama, and visual arts experiences; however, I 

planned these activities separately from my academic lessons.   After 

completing the   institute, I developed a new perspective of using the 

arts with young children.   I now believe integrating the arts into all 

content areas is an effective strategy to actively engage students in 

learning. Moreover, the arts provide several opportunities for students 

to learn in ways that meet their diverse learning style.    In addition, I 

learned that the arts can be an effective tool for students to 

communicate understanding of content taught; therefore, teachers 

should use the arts as an assessment tool.   Since my perspective of the 

arts has changed, I have revamped my lessons to ensure that I am 

including the arts into my lessons.   I have been amazed at how the arts 

have transformed my lessons. My students are more engaged in the 

lessons and they have made significant progress in all areas of their 

development.  

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