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editor, a friend, and the participants, my writing became richer as I socially constructed
this dissertation. Correspondence received from my editor is evidence of the impact that
social constructivism has had on my self-image and practice:
The woman, whose voice was originally subdued, withheld, and tentative,
has become an assertive, fully expressive proponent for her own research,
insights, and point of view. And thrilling (I truly mean this) for me to
witness the new you emerge.
It is as if I have reached the centre of the labyrinth which for me is on top of a
mountain—but I could not get their on my own. My editor, my thesis supervisor, friends,
and colleagues served as guides as I made my way to the point where I had a fuller image
of myself; the point from which I could speak in volumes. While the guides were there to
help me find the spiralling path up the mountain, I would not have been able take one
step, if it had not been for the four case study teachers. It is their stories that have inspired
me to continue this arduous climb. Many times, I felt like giving up, but I knew that I
wanted these voices to be heard. Now that I find myself looking down from the mountain
top with visions for future climbs, I feel powerful. This empowering position in which I
find myself is one that I envision for the field of early childhood education as a whole. I
want the nurturing and caring early childhood educators that I know to feel empowered.
Empowerment does not imply the taking of someone else’s power. By giving power to
the children, early childhood educators can feel what it is like to simultaneously reach the
centre of the labyrinth and the top of the mountain peak.
Reaching the Peak: Implications for the Field
Early child development is the first tier of human development. Early experiences
shape brain development and set the foundation for later learning, behaviour, and health.