First and foremost, I thank God for giving me the strength, guidance, and perseverance to get through one of the most challenging times in my life and complete this capstone.
I would like to thank my professor for the guidance, support, and feedback throughout this journey. Your encouragement helped me stay focused and continue improving my work.To my workplace and the children, I work with, thank you for inspiring me every day. My experiences in the field helped me connect what I learned to real-life practice. Your support during challenging times has really helped me a lot.
To my son, Seven, thank you for being my biggest inspiration. It is because of you that I keep moving forward, even during the most difficult times. You remind me every day why I continue to grow and keep going.
To Ameera and Samira, despite everything that has happened, you are still my girls and always will be. Thank you for reminding me of my worth as your aunt and your stepmom.
To my brother Rizaldy, thank you for always being there for me and having my back, especially during my most difficult times.
To my friends Deepika, Rachel, and Gabi, thank you for always being there for me, for your constant support, and for standing by me even during my hardest times.
REFERENCES
Arias de Sanchez, G., O’Keefe, A. L. R., & Robichaud, B. (2021). In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators. Journal of Childhood, Education & Society, 2(2), 154–166. https://doi.org/10.37291/2717638X.202122102
Bates, R. A., & Dynia, J. M. (2024). Psychological and physiological stress and stressors in early childhood educators: An observational pilot study. Psychology in the Schools, 61(4), 1413–1439. https://doi.org/10.1002/pits.23118
Beltman, S., Dobson, M. R., Mansfield, C. F., & Jay, J. (2020). The thing that keeps me going: Educator resilience in early learning settings. International Journal of Early Years Education, 28(4), 303–318. https://doi.org/10.1080/09669760.2019.1605885
Blöchliger, O. R., & Bauer, G. F. (2018). Correlates of burnout symptoms among child care teachers. A multilevel modeling approach. European Early Childhood Education Research Journal, 26(1), 7–25. https://doi.org/10.1080/1350293X.2018.1412012
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Canobi, K. H., Eadie, P., Murray, L., Levickis, P., Page, J., & McFarland, L. (2024). Profiles of professional wellbeing and turnover intentions among Australian early childhood educators. Early Education and Development, 35(5), 1063–1079. https://doi.org/10.1080/10409289.2024.2336434
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approach (6th ed.). SAGE
Cumming, T. (2017). Early childhood educators’ well-being: An updated review of the literature. Early Childhood Education Journal, 45(5), 583–593. https://doi.org/10.1007/s10643-016-0818-6
ZerotoThree. (July 10, 2025). Preventing Burnout in Early Childhood Professionals: Practical Self-Care Strategies. https://www.zerotothree.org/resource/preventing- burnout-in-early-childhood-professionals-practical-self-care-strategies/