Who We Are
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​We are experienced early childhood professionals and educational management consultants passionate about helping teachers in childcare and educational institutions build qualitative knowledge, and the capacity to provide child-oriented individualized care and learning reflectively. We also work to support individuals looking to progress their careers qualitatively.
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What We Believe in
Reflective Teachers
We believe that teachers are the bedrock for guiding and educating children, and therefore must be valued and appreciated in society. We believe that the difference between good teachers and great teachers is the ability of great teachers to be positive and reflective in their practices and individualizing care and learning, despite group size and cultural differences.
Empowerment
We believe in equipping and empowering early childhood educators and teachers with the right tools, knowledge, and training beyond academic qualifications to give them home-centeredness to work reflectively with guiding, supporting, and educating children.
Social-Emotional Learning
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We believe that social-emotional learning is central to positive child development, cordial group interaction, purposeful learning, and human development with the foundation laid in early childhood.
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We believe that teachers are the bedrock for intentional teaching of social-emotional competencies within-group structural settings for children to develop self-control, empathy, respect, cultural awareness and appreciation, and the interpersonal skills for enduring life success amidst challenges.
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We believe that an organization is only as good as the sum of the socio-emotional competencies of its workforce.
Ngozi E. Uche
Principal Founder & Director
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Ngozi is an educational management consultant who specializes in early childhood education and human capacity development. Living, studying and working across four continents with her family added qualitatively to her experiences and international perspective on how a child is a sum of all his/her experiences, nurture, and inherent characteristics.
Her teaching, educational psychology, measurement, evaluation, and MBA prepared her for more than thirty years of experience working as a teacher, university lecturer, early childhood professional, career coaching, childcare educational management director, and consultant.
She consults for childcare organizations, schools, and trains early childhood educators and teachers worldwide to acquire grounded holistic knowledge for reflective practices for child-centered learning and development.
