When I started Leading for Children’s mutual learning program, I was the only home care provider in the room. As an immigrant, mother of three, and non-native English speaker, there were many barriers for me, but I have always felt welcome here. The mutual learning space always felt safe, where all members can be ourselves.

Mutual learning creates space for exploratory conversations and relationship building. We broke out in smaller groups to discuss topics and brainstorm. I have learned about resources that have been helpful to families I serve. This helps to break down silos within the early learning field. Now, I am more intentional, and I actively refine my communication. I’ve shared the concept of intentionality with my staff and my children. I see the ripple effect of positive outcomes in the field.

Mutual learning with Leading for Children is a reminder that all the adults in early learning are working for that same goal, for the children. We talk about perspective-taking a lot, and that reminds me to take a breath and try to understand what the other person is thinking. If our goal is the same, I know we can get there. This is an active effort to build a community across the state.

I’ve really been trying to be more aware of my impact. We talk with children about the impact of their words and actions, asking them to consider whether they are helpful or hurtful. I think adults could benefit from these conversations. This is what happens in LFC mutual learning. We think together about the impact of our words. We consider whether we’re contributing to the solution. We acknowledge that sometimes it’s best not to say anything. I’ve realized that I have a choice. Mutual learning makes concepts applicable to your life and your work, and so you keep doing it and it stays relevant. It’s real life, and it’s you. You are the one who has to be self-aware. It becomes part of who you are.

As Executive Director of the Tallahatchie Early Learning Alliance, my role is to unite the community in supporting children to thrive. I became aware of the need for unity and shared purpose several years ago, when there was a big push for developmentally appropriate practice from the state level. There was a lot of information for people to utilize, but many didn’t have the confidence or sense of permission to make changes. Leading for Children creates space for communities to co-construct solutions. Now, we own the ability to create our own power within the community; others do not create the power for us.

Not only am I seeing changes in my community, I’m seeing changes in myself. If, as individuals, we self-reflect, practice self-awareness, and think about impact, we’re more effective as leaders. A lot of times, I made decisions based on emotion but not always based on the impact. Now, I’m looking at my work and thinking about the impact that it is going to make. With this self-awareness, I’m becoming a better leader — as a person, not just as a director, not just as a teacher, not just as a parent. I’m digging in my heart and I’m changing to be effective.

I got involved with Leading for Children as part of the group that created Wyoming’s statewide framework for ensuring equity and quality for children. Leading for Children did a great job of making everyone feel that their voices mattered. Even though I kept thinking “I don’t run a daycare; my expertise is in pharmaceuticals!”, I saw how my experience as a parent has given me important knowledge to share. The Learning Network was a great place for sharing wisdom and helped me feel better about parenting.

I’m a college professor as well, and I’ve started incorporating the practice of staying present that I learned from LFC into my classroom. I also do this personally, and it helps me realize that sometimes my body is present, but my brain is not. Tuning into that was such a big piece for me. I also valued the acceptance of everyone’s ideas. It was a new way to listen, to be compassionate. And ultimately, the framework we created was pretty incredible; I hope that it’s used to bring everyone in early learning to a more equal ground.