What the Kids and Community Are Teaching Me This Summer

By Natalia Arroyo

This summer, “collecting data” looks a lot more like finger painting, circle time, answering a million tiny questions, and learning how big systems work behind the scenes.

At Elements of Learning Child Development Center, I spend my days as an early childhood teacher — but honestly, the kids teach me just as much as I teach them. Every day, I’m “collecting data” by watching how they play, how they comfort each other, and how they light up when they learn something new. It’s the tiny moments — like when a child finally joins a group game or when they help each other clean up — that really stick with me.

I’ve had so much support from Miss Nina Holloman, who founded the center, and from Kamyren and Kerira in admin. They’re always there to answer my questions, share their experience, and help me see how early childhood education is about so much more than lesson plans — it’s about building trust with families and creating a safe, loving space for kids to grow. One thing Miss Nina said that I won’t forget is: “You’re not just teaching kids — you’re shaping a future community.” That reminds me that these tiny everyday moments matter more than they might seem.

On the other side of my summer, I’m working as an operations intern at the International Rescue Committee (IRC). It’s a totally different pace — more behind-the-scenes, but just as eye-opening. My supervisor Jake and my teammate Ana have been incredible mentors. They’ve shown me how the smallest operational details — from organizing files to supporting staff and volunteers — can really make a huge difference in how well refugee resettlement and community support services run.

At the IRC, my “data” comes from paying attention during staff meetings, helping community members, and noticing how people come together to solve problems. One thing Jake told me that stuck is: “Operations might not always be front and center, but without it, none of this works.” I see that every day when I help with tasks that make it easier for the people doing direct service to focus on helping families adjust to a whole new life.

I’ve realized that how I show up matters — whether I’m singing the ABCs with a toddler or helping gather a donation order for a family. Even when I think I’m just observing, I’m part of the environment. Kids watch how I react when they’re upset. Families notice if I listen when they share their worries. At the IRC, clients and staff can tell if I’m really paying attention or just going through the motions.

Interviews and observations feel different for me depending on where I am. At the school, “interviews” look like quick chats with parents during pick-up or learning from my coworkers about what works best for each child. Observations mean watching playtime, snack time, and nap time — and seeing what the children need to feel safe and loved. At the IRC, “interviews” are more formal — like asking staff about how processes can improve — while observations are seeing how the office actually runs, who shows up, and what obstacles come up. Both give me a different piece of the puzzle.

To me, “co-constructing knowledge” means not doing this alone. It means listening to Miss Nina, Kamyren, and Kerira — they’ve built a place that families trust. It means learning from Jake and Ana, who know the ins and outs of helping people rebuild their lives. And it means taking what I learn from the kids, the parents, the clients, and the staff and making sure their voices shape how I understand these issues — and what I do about them next.

This summer is teaching me that research doesn’t just happen in a quiet library. Sometimes it happens in a loud classroom or a busy office, one real conversation or observation at a time. And I wouldn’t have it any other way.