I am Sakirat M. Kuti
Consultant. Coach. Trainer
Sakirat M. Kuti has a degree in Early childhood education leadership and advocacy from Chicago USA. She is an educational consultant as well as an infant toddler specialist. She actively seeks to align programs with best practices or standards for high quality. She believes in a family-centered approach that engages parents and educators in the child’s healthy development. She values high expectations and educational programs that leverages arts integration, project-based learning, parent involvement, celebration of diversity, and a commitment to measurable results.
I started my career as an assistant teacher in a non-profit early care program and I have progressed to become a coach, trainer and consultant.
If I can do it, so can you!
I hold a Masters in Education, specialized in Special Education, BA in Early childhood education with a major in leadership and advocacy with ESL endorsement. I have 10 years experience working in the classroom with 0-3 children. I also have over 5 year experience coaching, mentoring and consulting for educators and administrators.
Many parents are always looking forward to the best grades from their children. One question that come to mind is did parent put as much into the child education as the teacher, or did they simply leave the teaching to the teacher?
From my experience as an educator today, I have found out that many parents are confused as they navigate through the educational system with their young children. Many have little understanding of child development or developmentally appropriate practices. They want to help their child, but they don’t know how. They often arrive at their child open day to find themselves bombarded with unfamiliar educational concepts and terms they are unlikely to understand.
As an early childhood educator and an advocate for both teachers, children and families, I believe that both schools and parents have a huge role to play in the academic development of their children. However, parents as their children’s first teachers have a remarkable opportunity to nurture their children’s growth and development and to advocate for their education. I have realized that many parents want to be involved in their children’s education, however, families often face obstacles to engaging in the school experience. Sometimes this in part relies on the school implementation of parent involvement.
One personal example was when I was having a parent conference with a new three-year-old parent in my school. I was explaining to the parent how her child need support with cognitive development even though she was exceeding expectations in her language development after doing her child assessment. The mother was unsure of what was expected at this age and had missed some opportunities at home to help her child develop academically. As a parent, if she had been given the right resource to work with her child at home, the child might not have the same challenge when enrolled in school.