Educating Young Children Volume 1 - Summer 2025 | Page 40

was a spur-of-the-moment decision to approach her without an appointment, and I’ m thankful she was willing to meet with me. We had a good conversation about what we were both hoping for as well as what the procurement process entailed.

I walked out of her office feeling like I had done something that made a difference. At the same time, I knew that to get this done, I had some work to do. I made it my responsibility to find that glider. I searched the internet, contacted sales representatives, and sent everything to my program director for follow up. We were able to get not just one, but two glider benches!

When we advocate for ourselves, we start to feel valued, heard, and supported. Think about how young children learn best: Fostering a healthy, safe, and nurturing relationship is key to facilitating their learning and helping them feel a deep connection. The same is true with us. As educators, we are in the trenches, and we often see needs before our directors and administrators do. It’ s okay to speak up!

— Karen Ong, lead infant educator at the University of Michigan Towsley Children’ s House