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AA- Child and Family Education
BA- Early Childhood Education
MS- Early Childhood Education, Leadership and Advocacy
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Combined 19 years of experience working with children
Early Intervention Specialist 2023- Current
Early Childhood Consultant 2022-Current
Daycare Owner/Operator 2016-2020
From 2007- 2020: Special Education paraeducator, Nanny, Sunday School teacher, Preschool Assistant, Church Pianist
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I was born in Okinawa, Japan.
My love for working with children started when I was 5 years old, with my English teacher’s daughter, Rachel. I love being able to teach children new skills and give them avenues to express themselves.
When I was deciding on a major in college, my family wanted me to pursue pre-med, but my love was not in it at all, even though I had no trouble with the science or math classes. I changed my major during my second year, and I have never looked back since.
My favorite age group is 0-3, but of course, I love children of all ages.
Ever since I became a parent to a child with Autism, I have come to appreciate the shift in my mindset as a person and an educator.
My belief in teaching has always been that teaching should be framed but flexible. Learning alongside my child with disability and my clients with developmental delays in the past has taught me to be truly flexible with how I approach teaching and transferring knowledge and skills to young children by looking at every toy, material, opportunity, and environment in ways to get the most out of everything. Every layout, every toy, and color choice all have meaning to me and how I teach children.
In my spare time, I enjoy sewing; it’s something I inherited from my grandmother, who made her living with her shop across from Camp Foster in Okinawa, tailoring Marines’ uniforms and making custom clothing for the wives. I also dabble in crocheting… but my #1 hobby is baking, as I aspired to be a patissier in kindergarten. I do love cooking as well.
I haven’t had time to play my piano in a while, but I have been classically trained in piano since I was 5. In school, I also played percussion, played piano for the choir, and still pop up in my church choir when I have time. Music was my first love, teaching is close… (^v^)
Satoka Erb
Director
About the Daycare
We focus on the importance of learning through socialization.
Our approach to care is influenced by Vygotsky’s social-cultural theory of cognitive development, as well as Reggio Emilia and Montessori approaches to teaching.
What does this mean? Vygotsky’s theory is one of many child development theories, which suggests that children’s learning stems from helping and guiding each other through play and social interactions. The Reggio approach views children as capable, curious individuals who learn through exploration and collaboration. The Montessori approach is hands-on learning in a prepared environment, facilitated to foster independence. Adults are there to facilitate the learning opportunities and support each child, and assist if necessary. Adults observe the children to assess their skill level and present children with materials/activities achievable to strengthen and further explore their skills.
Learning is not just about worksheets and reciting the alphabet.
We do not use portable devices during daycare hours, except for toys that play music, display lights, or have other very basic electronic functions.
Daycare space is designed to provide a plethora of space to play and explore. As our care welcomes children with disabilities, we purposely avoid bright, bold colors to create a non-stimulating environment. Toys are carefully selected to promote imagination and expansive play.
We create the environment to foster independence, empathy, and curiosity.
For children with special needs, we use soft lighting and non-stimulating toys and materials to enhance their sensory experience and provide a calm setting for them to freely explore alongside their peers.