Dear Editor,

Teaching is often described as a profession, but for many educators it is far more than a job — it is a calling. For me, becoming an early childhood teacher was driven by a deep desire to shape young minds and help children not only develop academically but also emotionally and socially.

My journey in education began when I started working at an early childhood institution as an assistant teacher. Over two years I worked under both a former and current principal, learning valuable lessons about classroom management, child development, and the responsibilities of guiding young learners. In September of the following year, I began teaching my own class of four-year-olds.

Determined to improve professionally, I pursued a diploma in teaching. I believed that standing before young children required preparation, commitment, and a willingness to continue learning. Teaching four-year-olds involves much more than delivering lessons. In my classroom, I taught children how to tie their shoelaces, encouraged them to lead morning devotions, and helped them develop leadership and confidence. I wanted my students to feel loved, supported, and inspired every day.

My dedication extended beyond the classroom. When some children did not have snacks or water, I used my own money to provide for them. When the classroom ran out of hand towels or soap, I purchased them myself. When the classroom needed a wall fan, I asked for small contributions, added my own money, and ensured the children were comfortable. Seeing their smiles made every sacrifice worthwhile.

I also assisted the school in other ways — helping with computer-related tasks, supporting activities around the compound, and contributing wherever help was needed. In 2024, during the school’s graduation ceremony, I was recognised for my contributions to the institution. I was never late for work and always treated my students with patience and care.

However, my journey took an unexpected turn when a development officer from the Early Childhood Commission conducted an inspection at the school. After reviewing my lesson plans and classroom environment, feedback was given that I was unable to manage the class effectively and students were not learning as expected. This feedback was painful because it did not reflect the progress I witnessed daily.

In December, my students sat their midterm examinations, and every one of them passed. Parents later commended the progress their children had made. Despite this, I was called into a meeting shortly afterwards and informed that it would be my last day at the school.

The decision came suddenly. I was not given the opportunity to properly say goodbye to my students. Later, I learnt that parents were told I had resigned, which was not the case. When I returned briefly to the school to drop off documents, the students ran to me and hugged me. One child even danced with excitement at seeing me again. Their reaction reminded me of the strong bond we had built.

Before entering education, I spent 13 years working at a supermarket. During that time I had a strong interest in computers and often requested a transfer to the IT Department, but my requests were denied. An incident involving a malfunctioning printer — in which I tried to help but was wrongly accused of damaging the machine — became a turning point in my life. Although the investigation later showed I had done nothing wrong, the experience motivated me to return to school and pursue a different path.

I chose early childhood education because of my passion for working with children, particularly through teaching at my church. My faith continues to guide me. A verse that often encourages me is 1 Timothy 4:12: “Don’t let anyone look down on you because you are young, but set an example for the believers in speech, in conduct, in love, in faith, and in purity.”

Craig Brown

craigbrown2008@hotmail.com