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stories are even more inspirational when considered within the political, economic, and
social context in which they exist that has historically belittled their efforts and devalued
their worth.
Layla, Rose, Felicia, and Mary continue to be committed to the field of early
childhood education. Layla remains in the same classroom, teaching another succession
of four- and five-year-old children. Felicia has left her position in the child centre she had
worked in for a number of years and has taken an early maternity leave in order to
complete her final courses towards a Bachelor’s degree in early childhood education. She
does not know at this time what the future holds, but is determined to remain in the field.
Mary is doing supply work at a number of child care centres. Rose looks forward to the
opportunity to assume an administrative position as the organization she works for
continues to expand with the opening of a new child care centre in the fall of 2007.
I would speculate that in order to reach the top of the mountain to see the full
view of the hills and valleys below, each of the case study teachers must accept the
cognitive dissonance that will come from the reading of the stories within these pages. In
order for their stories to connect to each other, and in turn, connect to my story, the same
categories of curriculum directions, theory-building, and collaboration will be employed
as section headings.
Curriculum directions.
For Rose and Felicia, I would suggest that the next steps in their development
would involve creating pedagogical documentation within a Reggio-inspired
environment. Moving away from the limitations of the Project Approach should increase
the level of collaboration, especially with children. For Layla, who has been working