Author Archives: Renee Riebling

Photos of the Month: Artistic Inspiration at Latimer Cornerstone Community Center

Five elementary school children at Latimer Cornerstone Community Center stand in a line holding up their floral artwork.
Five elementary school children at Latimer Cornerstone Community Center hold up their floral paintings.

From left to right: First graders Amerah, Alvin, and Aiden; and second graders Zuri and Zyon hold up their Georgia O’Keeffe-inspired artwork.

Students (and team members!) at Latimer Cornerstone Community Center in Flushing, Queens, explored their artistic side this month. First, they made scratch ornaments for Eid al-Fitr (see below) after learning about the holiday. Then they studied the late great artist Georgia O’Keeffe and created paintings inspired by her life and legacy.

Elementary school children at Latimer Cornerstone Community Center hold up their Eid stratchwork art in front of a celebratory Eid display.

Students hold up the scratch ornaments they made in honor of Eid.

The Child Center’s 30 afterschool programs prioritize opportunities for students to discover their strengths and all the wonderful things they are capable of. As you can see from these pictures, the young people of Latimer are on their way!

A Latimer staff member sits at a table and holds up her artwork with a paintbrush in her hand.

Activity Specialist Chanel Johnson creates art along with her students.

Book Fair!

A child and her mom pick out a book from a display of books on a table.

Every day is Children’s Book Day at Corona Head Start

A child and her mom pick out a book from a display of books on a table.

Ollie, 3, gets an assist from Mom to reach a book of interest (see which book below!).

April 2 is celebrated as International Children’s Book Day, in honor of beloved author Hans Christian Andersen. Ahead of the yearly observance, our Corona Head Start classrooms organized a book fair that promoted the Children’s Book Day mission of instilling in children an enduring love of reading.

Children used play money to “buy” books that they could take home, read together with their families, and enjoy over and over again.

“The book fair fostered so many aspects of child development,” says Senior Program Director Yolanda Vega, LMSW. “Children were able to browse through the displays and were given a certain amount of play money with which to buy books of their choosing. Teachers operated the play cash registers. Parents and caregivers were invited to make the event a family affair. That’s math, literacy, and family engagement. And the children had a blast, which is always the goal—to associate learning with fun!”

A boy stands on tiptoes to pay a cashier while his dad stands by his side.

Jahel, 4, with his dad as he pays the cashier, a.k.a. his teacher, Ms. Flor, for the book he selected.

Reading and literacy are central to Child Center early childhood education programs. Our centers offer lending libraries from which families can check out books in their native language to read together at home. Daily class time readings by teachers, parents, and other guest readers align with learning themes.

For our tiniest learners, Early Head Start home visitors model for parents and other caregivers how to read and talk about books. Home-based Early Head Start families also benefit from the award-winning ParentChild+ curriculum, through which they receive free books and toys and guidance on using them.

At the book fair, 3-year-old Ollie, pictured above, knew exactly which book she wanted. She picked a book titled Ollie’s Book as soon as she recognized her name on the front cover.

“Ollie’s teacher, Ms. Alex Pichardo, noted that the book fair gave Ollie the opportunity to transfer her learning of writing her name in class to the outside world,” Yolanda reports. “Opportunities like these are one of the many reasons why events like this are so important.”

Aliyah Seecheran: From Student to Staff

Meet the program director of COMPASS at P.S. 273

Aliyah stands beside Karisma, a former participant, holding a t-shirt celebrating the 10th anniversary of COMPASS at P.S. 273.

Aliyah with 11-year-old Karisma, a former participant who stays in touch

As a child, Aliyah attended The Child Center’s COMPASS afterschool program at P.S. 56 in Richmond Hill, Queens. She now serves as program director at our COMPASS afterschool program at P.S. 273, also in Richmond Hill. Her shared experience with participants and their families helps her excel in her role.

“I remember the impact my group leaders had on me,” Aliyah said. “I was the quiet child. It was difficult for me to make friends. My group leaders made sure I felt included and got me involved in extracurricular activities—like fashion club—that I never would have done on my own, but which allowed me to connect with other students and be myself. I came to love afterschool because of how inviting it was. It became a comfortable place to be. If it weren’t for afterschool, I would’ve been home with my grandmother every day instead of coming out of my shell and socializing, and finding my strengths.”

Aliyah remembers the impact the Child Center team had on her brother and parents, too. “We adopted my brother from Guyana when he was 6,” Aliyah explains. “He didn’t know anything about school. It was difficult for him to adjust, and he would deflect by having difficult behaviors. My parents didn’t know what to do. But they trusted the Child Center team. My mom would confide in the group leaders, and the support they offered was a huge help to my parents. They were a sounding board for my mom. They heard my mother when she expressed anxiety about my brother’s ability to read. So they sat down with my brother with books and helped him with reading. They helped him adjust to school and life here with so much care and attention, and I’m sure that’s why he remembers them all these years later. He still lives in the neighborhood and sees his former group leaders out in the community. It’s a great feeling.”

Today, Aliyah strives to be that kind of support for the families enrolled in the program she oversees, and she supports the group leaders on her team to do the same.

During the COVID-19 pandemic, Aliyah realized how important the bonds of trust her team had built with families truly were. When school went remote, the team made phone calls to check on families. Many had lost jobs because they worked in the service industry or because they had to stay home with their children, who were too young to be left alone. Some were facing food insecurity. Others were concerned about their children’s behavior because the isolation had caused them to have no social life, act out, or be on a screen all day. Just as the afterschool team had been a sounding board for Aliyah’s parents, Aliyah and her team listened to families’ concerns, connected them with resources, and assured them the team was there for them. “Sometimes the relationships we have with these parents are based on them having someone they know that cares,” Aliyah explains. “They feel comfortable with us.”

Although there can be a lot of resistance to mental health services, for example, Aliyah and her team were credible messengers, and when they referred families to mental health services, “they were super thankful,” Aliyah says. “Sometimes the resources from a doctor didn’t work out because of the cost, and I was able to refer them to The Child Center’s family wellness centers. I could connect them with Benefits Access for assistance with food. It makes a huge difference.”

That’s why Aliyah says what she likes best about her job “is not just loving on the kids and having this great relationship with them; it’s the impact on the whole family. It’s nice to hear when a parent who wasn’t doing well four years ago is doing well now: They’re no longer living in a shelter and are living in a home, they have a job. … It’s like that with my own family, too. My parents were immigrants who struggled and saved their money, so I grew up with a sense of them working all the time. My dad just retired this year. He worked so hard for my siblings and me. Seeing him work for more than 30 years and now wake up when he wants and enjoy a slower and more enjoyable pace of life is really something.”

Another great part about her job is working with the very people who changed her life when she was a child. “Manisha [Singh, senior program director] was my group leader, and I was her student. Fast forward to 2019, and she was the one who interviewed me for the position of group leader. I said, ‘I don’t know if you remember me,’ and she was like, ‘Of course I remember you!’”

Things moved quickly from there. After brief stints as office manager and program coordinator, Aliyah assumed the position of program director in 2022.

“I remember every single one of my group leaders’ names—even my mom remembers!” Aliyah says. “Jennifer Alvarado, Nick [Ferreira, senior vice president of youth development], and Manisha were all staff when I was a student. It’s pretty neat that all these years later, they’re my colleagues. P.S. 273 is a 10-minute walk from my home. This is literally my community.”

Aliyah never forgets the impact her group leaders had on her, and it inspires how she interacts with children, families, and her team. “As someone who was in afterschool myself and now being a program director, I look back to what it was like being a child in afterschool. I want to ensure that the participants get from this program what I got out of it and more. I make sure my team knows our mission and goals as a program. They know they’re not here just to watch kids, but also to make sure they feel safe and heard and discover who they can really be. It’s an important job. I remember all my group leaders, and these kids will too. I take it very seriously. And I love it.”

Photo of the Month: Civics for All at Elm Tree Elementary School

During Civics Week, a smiling girl gives peace signs while she waits to vote on a school proposal for civics for all week. Elm Tree Elementary students in Corona, Queens, engaged in Civics Week, March 10-14. The week consisted of daily classroom conversations on the importance of civics and the sharing of resources by fourth grade teacher Ms. Haynes. It also included voting! Three proposed projects were chosen by Elm Tree’s Chippy All Stars (student council) and shared with all. The week concluded with students practicing their right to vote on their favorite proposal, facilitated by a dedicated team consisting of Community School Director Aremni Francisco; Assistant Principal Ms. Pinargote; Mr. Raniolo, a school social worker; and two guidance counselors, Ms. Vargas and Ms. Graef. Pictured above is third grader Cindy waiting for her turn to vote!

The three proposals were Read, Succeed, Lead!; Recycle Today, Shine Every Day!; and Together We Make a Difference: Be Kind. After all the votes were counted, Recycle Today, Shine Every Day! emerged as the winner.

The Chippy All Stars had this to say about the next steps: “Keeping our school and planet clean helps everyone! We will start recycling projects to take care of our school and the environment. We’ll make sure paper, plastic, and other materials are put in the right bins instead of being wasted. We may even start a school garden to grow plants and make our school more beautiful! When we work together to help the Earth, we all shine a little brighter every day!”

In honor of Civics Week, a boy and a girl each hunch over a tablet, where they are casting their votes.Here are Antony and Ava, also third graders, casting their votes and learning about the workings and importance of democracy.

Elm Tree Elementary is a New York City Community School, defined by partnership between the school and an embedded community-based organization (CBO), which, in the case of Elm Tree Elementary, is The Child Center of NY. We work with school administrators, parents, teachers, community members, and students to accelerate school success and coordinate and deliver services to young people and their families. This can take many forms, from engagement opportunities and attendance mentoring to health care access. It is a whole-child, whole-family, whole-community model that lets young people and families know we are here for them all. When students feel supported and welcome, they thrive in school, and we love watching them soar!

Team Spotlight: Diane Valente, Director of Clinical Best Practice

head shot of Diane Valente

A head shot of Diane Valente.As the Director of Clinical Best Practice at The Child Center, Diane Valente, LCSW-R, supports our clinicians in delivering high-quality, evidence-based care to children, adolescents, and families. She works closely with our clinical teams to provide training, enhance professional development, and implement best practices that align with our mission of empowering the communities we serve. By fostering a strong clinical foundation, we ensure that our clinicians have the skills, knowledge, and support needed to make meaningful, lasting impacts in the lives of our clients. In honor of National Social Work Month, Diane shared her insights on supporting social workers and clinicians who make our mission possible.

The Child Center of NY: What are some of the most rewarding aspects of social work in your programs, and how does it inspire your leadership approach?

Diane Valente, LCSW-R: One of the most rewarding aspects of social work is witnessing the growth and resilience of our clients as they navigate challenges and move toward healing. Seeing a young person gain confidence, develop coping strategies, or reconnect with their family is incredibly fulfilling. This fuels my leadership approach. I strive to create spaces where clinicians feel valued, supported, and equipped to do this work effectively. By investing in their growth, we create a ripple effect that ultimately benefits the communities we serve.

What is one change or improvement you would like to see in the field of social work that could make a lasting difference in supporting both social workers and the clients we serve?

I would love to see greater investment in sustainable workforce support, increased funding for mental health services, and ongoing professional development opportunities. Burnout is a significant challenge in social work, and by prioritizing the well-being of clinicians, we can enhance the quality of care provided to clients. A well-supported workforce leads to better outcomes for individuals and families who rely on these critical services.

One way we are addressing this is through our partnership with the International Grief Institute. The Clinical Best Practice team and the Organizational Effectiveness & Employee Experience (OEX) team are working together to provide Compassion Fatigue and Grief Trainings in the upcoming months to help support our staff and the communities we serve. These trainings are essential in equipping our workforce with tools to manage the emotional impact of this work and sustain their passion for helping others.

What advice would you give to those interested in pursuing a career in social work, particularly in the nonprofit sector?

Social work in the nonprofit sector is deeply fulfilling, but it also requires resilience, adaptability, and a commitment to continuous learning. My advice is to seek strong supervision and mentorship early in your career, as these relationships can help you navigate challenges and grow as a professional. Stay connected to your “why” because that passion will sustain you through the difficult moments. And remember, social work is a collaborative effort; lean on your colleagues and take care of yourself as you care for others.

How can the community or donors further support social workers and the work they do throughout the year, not just during National Social Work Month?

Supporting social workers means advocating for policies that fund mental health services, investing in training and development, and ensuring that frontline workers have the resources they need to do their jobs effectively. Community members and donors can also help by funding wellness initiatives for social workers, providing scholarships for ongoing education, or simply recognizing and uplifting the work being done. A little appreciation and acknowledgment go a long way in sustaining morale and motivation in this field.

Fostering Inclusivity During Ramadan: Insights from Mehak Mahmood, Program Director

Mehak stands near an Eid sign on a fence

Mehak stands next to an Eid sign on a fence.Mehak Mahmood is a Program Director at our SONYC afterschool program at J.H.S. 185 Edward Bleecker Middle School, in Flushing, Queens. She has been with The Child Center for more than a decade, and has served at J.H.S. 185 for eight years. This month, we had the opportunity to speak with her about Ramadan. For the Muslim community, Ramadan is one of the holiest months of the year, marked by abstaining from food and water from sunrise to sunset. It is a time to deepen faith, cultivate self-discipline, and give back to the community.

The Child Center of NY: Ramadan Mubarak! How are you observing Ramadan this year at J.H.S. 185?

Mehak Mahmood: During my time at J.H.S. 185, I’ve always offered a designated area for Muslim students who wish to perform one of the five obligatory prayers or salah during school hours. This space is clean, equipped with facilities for ablution, and supervised by someone knowledgeable about the prayer process.

Before Ramadan began, I discussed this arrangement with the school’s administration team and offered the space to them. They included this information in the morning announcements. To my surprise, since Ramadan started, we have had at least ten students coming downstairs daily to pray.

Ramadan materials

Mehak dedicates a prayer space for Muslim students at J.H.S. 185 and hands out goodie bags for Ramadan.

Ramadan materials

Can you share what Ramadan means to you personally, and how you celebrate it with family and community?

Ramadan is a deeply personal time when I slow down and focus my energy on strengthening my spiritual and religious connection. I grew up in a modest Islamic family, and since childhood, I’ve always loved fasting and answering the question, “Not even water?” with a proud “Yes, not even water.” Over the years, my family and I have developed a routine of waking up before dawn to have breakfast, or suhoor, and praying together before either going back to sleep or heading out to work. Some days, it’s easier to fall back asleep, while other days can be more challenging depending on when I need to get up for work.

Every year, we decorate our house for Ramadan by putting up moon and star lights, displaying “Ramadan Mubarak” signs, and buying dates to break our fast (iftar). We also give out Ramadan Mubarak goodie bags, and since my niece was born nearly two years ago, we’ve enjoyed watching Ramadan cartoons like “Omar and Hannah” in the background, as long as her screen time allows.

At the end of the month, we celebrate Eid al-Fitr, a festival where we all dress in our best and newest outfits and jewelry, women apply mehndi/henna, we pay our respects to deceased loved ones, and perform the special Eid prayers. Afterward, we enjoy our morning coffee and share meals with family and friends, cherishing the togetherness and joy that this special time brings.

What are some of the challenges you face during Ramadan, and how do you manage them, especially in a work environment?

Growing up, some of the challenges I faced during Ramadan included finding accommodations during lunchtime and explaining to classmates or colleagues that I could not eat. It was important to clarify that my fasting did not mean I was triggered by others eating. As I’ve gotten older, the eating aspect has become less of an issue, and the primary challenge I now face is managing sleep and the fatigue that comes with fasting.

Today, I usually plan ahead and schedule my time off so that I take every Friday off for the month. Since joining The Child Center and at previous jobs, I’ve always communicated with my supervisors about my schedule, letting them know I’ll be off on Fridays as well as Eid. In my religion, Friday is the most sacred day, so it’s important for me to rest and worship. Given the nature of our work, we often have working lunches, so I request to use that one hour to come in later, and if necessary, I am willing to stay later in the evening to complete my tasks. This helps me manage my energy and avoid burnout. As a manager, I offer similar accommodations to my Muslim staff, such as allowing them to adjust their schedules and making a space available for prayer at work.

Before Ramadan begins, I make sure that I complete any high-priority tasks and prepare my team by informing them about the changes during the month. I let them know that my days will be shorter, and my energy levels may be lower, but I will continue to lead by example and make sure both my team and the participants we serve are well taken care of and safe.

How can we be supportive of our colleagues, clients, and community members during Ramadan?

Supporting our colleagues, clients, and community members during Ramadan requires understanding, empathy, and flexibility. One of the simplest ways to be supportive is by just acknowledging that many of us are fasting, which can affect energy levels and routines. Being mindful of these changes can help foster an environment of respect.

For colleagues, offering flexibility in work schedules can make a big difference. One of the major requests I’ve had during Ramadan is to avoid setting up early morning meetings or adding extra meetings to the schedule. Fatigue is a real challenge, and while we may not have the luxury of taking the entire month off, at the very least, letting us work from home once a week or avoiding early morning meetings can help manage energy levels. Additionally, providing a quiet, designated space for prayer or reflection shows support for those observing Ramadan.

For clients, being considerate of meal times or other religious practices is important. If your work involves serving food, for example, offering alternatives or scheduling meals around prayer times can be a thoughtful gesture. It’s also helpful to have a conversation with Muslim colleagues, clients, or community members about how they feel if you are eating around them. While eating around me doesn’t trigger me personally, it may be uncomfortable for others, and having that open dialogue can go a long way in creating a supportive atmosphere.

In the broader community, we can extend our support by participating in charitable acts. Ramadan is a time of giving, so volunteering or donating to local causes can be a great way to engage with and help those in need.

Lastly, it’s essential to provide a space for Muslims to pray. Whether they are colleagues, clients, or community members, a fast is incomplete without the prayers, and having a space available for them to pray is a key form of support.

Ultimately, being supportive during Ramadan is about respecting the observances and challenges of those observing the month, offering understanding when needed, and creating an environment where everyone feels valued and respected.

What is one thing you’d like others to understand better about Ramadan?

It’s not just about abstaining from food and drink; it’s a time to make better habits (such as eating healthier, quitting smoking, or getting up earlier), let go of the bad ones (like road rage, cursing, or gossiping), and, most importantly, it’s the best time to spiritually and religiously reset your mindset. Ramadan offers an opportunity to reflect on one’s actions, improve personal discipline, and develop a deeper connection to faith. It’s about being more mindful of how we treat others and taking steps to become better versions of ourselves.

International Women’s Day and Women’s History Month: Lessons from a Career in Early Childhood Education and Behavioral Health

The blog author and her colleague pose in front of the US Capitol

By Linda Rodriguez, SVP, Behavioral Health, Early Childhood, and Community Partnerships

The blog author and her colleague pose in front of the US Capitol

Blog author Linda Rodriguez (left) and Early Childhood Education Vice President Tanya Krien at the 2024 National Head Start Association Leadership Conference

Every year, International Women’s Day (IWD) and Women’s History Month (WHM) serve as powerful reminders of the progress made toward gender equality—and the work still ahead. In 2025, the themes #AccelerateAction for Gender Equality (IWD) and Moving Forward Together: Women Educating and Inspiring Generations (WHM) work together in a way that gets to the heart of our twofold obligation: honoring the crucial role women play in shaping the future by passing down knowledge, breaking barriers, and empowering others; and supporting women now—not just future generations. We can best accomplish both these imperatives by supporting those who work in women-dominated fields in their efforts to help their fields change and grow.

The Power of “Women’s Work”

As the Child Center Senior Vice President who oversees behavioral health and early childhood education, I am immersed in two traditionally women-dominated fields, both of which are very much rooted in the concept of social-emotional development and nurturing. Today’s women bring so much to the table. They are not only overwhelmingly women, but also increasingly women of color. At The Child Center, our team is 76 percent women and more than 80 percent people of color. We also employ team members from around the world. When they bring their diversity of experience to the workplace, we all benefit. It is incredibly important that educators and clinicians bring their diversity, language capacity, and cultural humility to the work. This is how we meet the needs of clients in a way that speaks to them, engenders trust, and makes personal and large-scale progress possible.

Pay Equity is Key to Gender Equality

It is hard to overestimate the importance of this work, yet the people who work in these two traditionally women-dominated fields are also—and not coincidentally—traditionally underpaid. While education in general is known for its low compensation, those in early childhood education get paid even less, even though they often have the same qualifications in terms of being certified, holding a master’s degree, and so on. Pay equity must be central to any efforts toward gender equality.

Influencing Change in Women-Dominated Fields

Beyond pay equity, we must elevate the voices of women leaders in fields like education and behavioral health and bolster their ability to influence the process of change and growth from within. For example, women often are responsible for multiple roles and carry multiple, separate burdens to a higher degree than men. They frequently are responsible not only for the jobs they get paid for, but also are much more likely to carry the load of being the primary caretaker at home, sometimes of both young children and elderly parents. In addition to pay equity, we need to listen to women’s voices as they speak up for work-life balance and their ideas for accomplishing it in ways that don’t require women to compromise and give up one for the other—whether that’s through advances in education or different types of paid time off and leave. It benefits all of us to listen to bold, innovative approaches to removing systemic obstacles that too often obstruct the path to success for too many women.

Shaping the Next Generation

A girl turns on a flashlight and smiles.

A Head Start student investigates the workings of a flashlight.

Working in early childhood, I see the potential of young girls every day. They all feel like Superwoman. They play, explore, and take on life with such joy, such vibrancy, and such purpose and confidence. It’s heartbreaking to see how girls start out feeling limitless, only to gradually lose that confidence as they grow. How and why do they lose that confidence? And how do we help them retain and build it?

At The Child Center, we strive to remove any roadblocks that prevent children (and adults) from reaching their full potential. Part of that is introducing girls to a variety of pursuits and possibilities, and conveying that nothing is “not for them”—anything they feel passionate about and want to work hard at is “for them.” Starting at the youngest age and all through middle childhood and high school, we give young people myriad opportunities to find and develop their strengths. Even today, gender stereotypes persist—from “girls don’t like math” to girls not wanting to be too loud or take up too much space. But when children of all genders and backgrounds engage in something like math or science, or even business, we help to break down these harmful and limiting stereotypes. This is how we start the journey toward the end goal of removing those gender biases and making all professions gender neutral.

Equally important is fostering girls’ self-esteem and self-image. How do we make space for young girls to have a voice? How do we allow them to be decision-makers and create a network where they feel comfortable talking about how they feel and what their opinions are? As much as we look at economic and educational opportunities, we also must look at how we can ensure they have the confidence to be advocates for themselves, to be strong in their convictions, and internalize that it’s OK to be strong in their convictions. Especially on the mental health side, we often see girls who very much feel they are not able to voice their opinions, or they have a very limiting self-image of the way they are supposed to be and behave. That is one of the many great advantages of The Child Center being a holistic, multiservice organization: educational, economic, and mental health components of each person are not treated as separate entities, but rather parts of a whole that we can support together.

As I have transitioned through different roles within my career, I have looked more and more at striving to be an advocate for women, especially women of color. Every person brings along with them the voices of inspiration of other women—whether they are colleagues, family members, or other influential people. We always carry those voices and those examples along with us on our journeys. The intersection between culture and identity and strong female influences is where potential grows and thrives. Many times, I have walked into a room, and I’d be the only woman there. It’s important that when we walk into these spaces, we walk in knowing we belong. You might be the only woman, but you worked hard to get there, and you belong. Until we get to a point of true gender equality, we must make a concerted effort to convey to young girls and women that speaking your voice is important, your perspective is important, and it’s important that what you have to say is heard.

This year’s WHM theme of “Moving Forward Together! Women Educating & Inspiring Generations” reminds us that progress is a collective effort. By sharing knowledge, breaking barriers, and supporting each other, we create a future where every girl and woman has the opportunity and confidence to succeed—however they define that success.

Photos of the Month: Our Youth Find Inspiration in Celebrating Black History Month

Ashley shows her project for Black History Month.

A young woman holds a pinanta of a fist in red, yellow, and green.The youth of The Child Center of NY marked Black History Month in ways that showcase their creativity, insight, character, and potential.

The Child Center Residential Treatment Facility (RTF) in Brooklyn organized several activities to celebrate and delve into Black History Month, with discussion topics such as who were pioneers in Black history, and how did they shape their time and ours; movies that included Soul, Self Made, Harriet, and Hidden Figures; and art projects. The art project in the above photo was made by 15-year-old Ashley. “The liberty to create and express through art is freedom within itself,” Ashley told us and called her project “a symbol of freedom, pride, and justice for African Americans.” Ashley also noted that her making this piece of art was a way to support her peers and community by honoring Black History Month.

Ashley made this powerful piece of art during a piñata making workshop led by Victoria Ortiz, the RTF’s activity and events coordinator, who spoke to the youths about creating a small business out of recyclable materials.

Students at our COMPASS afterschool program at P.S. 251Q in Springfield Gardens, Queens, created an A-Z bulletin board featuring Black leaders they studied. We’ll let students’ direct quotes in the above photo collection (make sure to view each one!) speak for themselves.

These young people clearly are eager and poised to learn about and build on the incredible legacy of Black History in the United States, and we couldn’t be prouder or more inspired.

Julissa’s Story

Julissa poses outside on her doorstep with her two young children.
Julissa poses outside on her doorstep with her two young children.

Julissa and her two children

At The Child Center of NY, we prioritize hiring people from the communities we serve, with a particular emphasis on hiring former clients. The benefits of this are twofold. First, hiring from the neighborhood is critical to fostering a cycle of opportunity. Second, community members and former clients understand clients’ obstacles and potential; in turn, clients trust them and feel their compassion. For example, 100% of Early Head Start caregivers reported that 100% of staff tried to learn about their family’s interests and concerns.

One of those staff members is Julissa Grullon, Early Head Start Assistant Director, whose daughter was a Child Center Head Start student for two years. Below, Julissa writes in her own words about her experience as a client and as a team member, and how the two are not separate entities, but rather two parts of a whole.

When I started the process of finding a preschool for my daughter, I applied to The Child Center’s Corona Head Start. It was literally across the street from my house. I thought it would be so convenient, and it seemed like a good program. I have a bachelor’s degree in psychology, took education courses, and worked as an assistant teacher at a preschool for many years, so I knew what to look for in a program. My daughter got accepted into the 3K class, and I was so excited.

The first step was meeting with Karina Herrera, the family worker at the time, for the intake process. The family of every child at a Child Center early childhood education program is assigned a family worker, who is trained to support families and recognize needs for services. Karina was warm and friendly, and I asked if there were any job openings available. I was pregnant with my son, and I told her I wasn’t looking for anything at the moment, but that if anything came up, to please let me know.

Two or three months passed, and I started bringing my daughter to school. I would see Karina in the hallway, and we would always say hello. A few more months passed by, I had just given birth to my son, and I asked her if any positions opened up. She said, “Oh, I think they are looking for a receptionist.” And I was like, oh, that’s great. Maybe I can do an interview. She said she would talk to the director and let me know. A couple of days later, Karina told me she spoke to the director, and that she would be calling me for an interview. I was excited!

I interviewed with Miss Lilly Rodriguez, the previous director. I told her I always wanted to be a teacher, so even though this is an admin position, maybe this is my perfect time to step back into education, and I could also work to get my master’s degree. To my surprise, she said, “I’m actually looking for a teacher. There’s a vacancy in one of the classrooms. Maybe this is perfect timing for you. You can start now while you work to finish your master’s.” She said we could test it out, and that I should come back and do a lesson with the kids. I did the lesson, and Lilly was like, you’re a natural, and I got the job.

My education, my previous teaching positions, and my experience as the parent of a child in the program all helped me in my role. As a parent, I saw firsthand how the program really encourages children’s holistic growth, including their mental health.

My daughter sometimes had a tough time emotionally. Ms. Meital, the mental health consultant, noticed that she had crying moments, and she asked me, “Hey, what do you think if I take her with some of the other children in the classroom and have some meeting time?” She takes four or five kids for 30 minutes and has a little meeting time to go over feelings. And I said that would be perfect.

That was really good for my daughter. They would draw pictures of feelings and read a book about them. She learned so much about her emotions and how to regulate them. It was a really good moment for her. And it also helped me as a teacher to recognize the importance of emotional health in my students’ education.

My daughter has made so many strides since then, and so have I. Even though I love teaching, I also wanted to try something different and earn a higher salary. I started looking for jobs but wasn’t finding anything. Then, funny enough, one of my best friends came here for an interview. I asked her what the position was, and she told me it was for assistant director of Early Head Start. I wished her good luck and told her, “I hope you get the job!” Later, when she told me she didn’t get the role, it was like a light bulb: Why don’t I apply for this position? At first, my supervisor was like, “I don’t want you to go! I don’t want to lose you in the classroom!” But I went for the interview with Aisha [Okoro, Senior Program Director of Early Head Start]. Everything went well, and I got the position.

As assistant director, I supervise the home visitors: make sure they are going to their home visits, make sure assessments are completed accurately and on time, and support them in any way that I can. I miss working directly with the kids at times, but I love supporting people in their roles and knowing I’m making a difference in so many lives: I’m helping the home visitors be the best they can be, and I’m helping families support their children.

Since I grew up here in Corona and my daughter was a student here, I know a lot about the program from different perspectives, and I can easily relate to the families and the home visitors and support them. Being a teacher and having that classroom experience has helped me in assessing the child. So this position has been a good fit for me.

Funny enough, I got this position at the same time my daughter started kindergarten. She is doing great! I really feel that her experience here prepared her well—academically, socially, and emotionally. I was scared she would cry, and I wouldn’t be there to support her. But she hasn’t cried! And she loves it.

It’s kind of like we both graduated. I’m excited for this new chapter in our lives.


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