Moments That Leave a Mark

For five months, I had the opportunity to accompany the same group of students—first during their 1st grade year and later as they entered 2nd grade. Although it was not a continuous period, reconnecting with them and witnessing their growth was a truly special experience. This journey allowed me to grow alongside them through closeness, observation, and meaningful connection. I got to know their pace, their learning styles, their developing personalities, and their small daily achievements. I actively participated in planning and implementing activities across different curriculum areas, adapting to the group’s needs and providing individualized support. On many occasions, I was entrusted with leading the classroom, which gave me the chance to apply my autonomy, group management skills, and decision-making in everyday situations. I collaborated in ongoing assessment, classroom dynamics, and the creation of educational materials. One of the most enriching aspects was maintaining that educational relationship across two different moments, gaining deeper insight into the emotional side of learning and reaffirming how, with trust and attention, children make progress not only academically, but also in self-esteem and motivation.

During this year, I had the opportunity to work as a classroom teacher, accompanying a group of 2–3-year-olds in their daily development. I planned playful activities both in the classroom and the playground, promoting learning through play. I actively participated in mealtime and hygiene routines, creating a safe and nurturing environment. This experience reaffirmed for me that, with patience and creativity, every day can be a new opportunity to smile and enjoy learning together. I closed this chapter in order to begin my Bachelor's in Primary Education and continue pursuing my vocation as a teacher.

I was part of the Preschool team throughout the academic year, supporting the children during their adaptation period and in their day-to-day classroom activities. I collaborated actively during mealtimes, nap time, and various daily routines, providing support to both the teaching team and the children themselves. I engaged in playful activities, storytelling, workshops, and group dynamics, always adapting to each child's pace and needs. My role was key in creating a calm and affectionate atmosphere where children felt safe, heard, and motivated to learn through everyday experiences. This was also a time when I learned to establish respectful yet firm boundaries, especially with students who displayed more complex behavior.. The experience strengthened my group management skills, helped me remain calm in difficult situations, and taught me to support each child with both empathy and clear boundaries.

My university internships marked the true beginning of my journey as a teacher. They were not just a training period but a profound discovery process of what it means to teach with heart and attention to each child. I remember those tiny hands clinging shyly, the eyes looking for reassurance, and the silences that spoke louder than words. Some children needed constant movement, while others just wanted someone to sit beside them as they drew. There were those who cried when they arrived and those who didn’t want to leave at the end of the day. Every gesture, every routine, every step forward—no matter how small—taught me to observe with more patience, listen with more care, and truly be present. I understood that in early childhood education, not everything is measured in visible results, but rather in bonds, in built trust, and in the joy that arises when a child feels supported in their unique way of growing.