The Heart of ECE Is in the Relationships We Build

For Carissa Abadia, education has always been about people. Originally from the Philippines, Carissa moved to New Zealand in 2025 to pursue a Master of Teaching and Learning (Early Childhood Education) with NZTC. But her connection to teaching began long before she arrived in Aotearoa. It is a path deeply rooted in her family, shaped by the educators who inspired her, and guided by her belief in the importance of meaningful relationships during the early years.

Her grandparents were passionate educators and advocates for teaching, and Carissa feels honoured to carry on their legacy as the only teacher in her family. Her parents, who are now in heaven, remain a source of inspiration, while her aunt encouraged her to believe she could become an international educator.

That sense of purpose has continued to shape her understanding of what it means to be a teacher. “I’ve always loved working with children and wanted a career where I could make a positive difference during their early years,” Carissa says.

Before moving into ECE, she spent three years teaching preschool children from around the world through an online ESL platform. During the pandemic, she completed a Montessori course, drawn to its emphasis on respect, independence, observation and purposeful learning. She later launched her own online tutorial platform in the Philippines, creating reading resources and interactive lessons for young children alongside her family.

Through these experiences, Carissa developed a clear belief that education is about more than teaching knowledge. It is about helping children understand the world, become confident and capable learners, and develop a sense of belonging.

Bringing cultures together

Moving to Aotearoa has added another important dimension to Carissa’s practice: “Through my studies and practice in Aotearoa, I have developed a deeper understanding of Te Whāriki and the importance of bicultural, inclusive, and culturally responsive approaches,” she says.

Carissa values upholding Te Tiriti o Waitangi while also bringing the richness of her Filipino culture into her practice. For her, culturally responsive teaching is part of ensuring every tamariki receives the care, guidance and scaffolding they need to recognise their place in their community and grow as valued taonga.

Her NZTC journey has given her the opportunity to connect this understanding with practice. She chose the programme because of its combination of centre-based learning and flexible online study, allowing her to engage with theory and research while applying her learning in real time. Just as importantly, she has appreciated the support and encouragement she has received throughout her studies.

“I have really appreciated the support and encouragement from all my lecturers, especially Marjolein Whyte, our Programme Leader,” Carissa says. “I truly value learning through the literature and knowledge she shares in ECE, which has guided me in making my practice more intentional and ensuring that it aligns with Te Whāriki and professional expectations.”

The practical component has been particularly meaningful. Carissa relates strongly to John Dewey’s idea of “learning by doing”: putting learning into action, reflecting on what worked, considering what could be improved, and thinking about how to better support tamariki.

Her Associate Teachers have also played an important role in this process. Working alongside bicultural teaching teams has helped her understand the importance of intercultural awareness, professionalism and, above all, relationships.

After her first placement, Carissa was fortunate to be hired at her home centre as a reliever teacher. She describes feeling privileged to have supportive leaders and Associate Teachers who have guided and shaped her as she develops into a professional kaiako in Aotearoa.

Learning from every relationship

It is perhaps no surprise, then, that Carissa’s particular area of interest within ECE is children’s social and emotional development. “I’m particularly interested in children’s social and emotional development because strong relationships are so important during the early years,” she says.

For Carissa, responsive relationships and appropriate scaffolding can help tamariki develop confidence, resilience and the skills they need for their future learning.

And the learning does not only flow in one direction. When reflecting on the most memorable moments of her ECE journey, Carissa does not point to one particular event. Instead, she describes every interaction with children as a piece of a puzzle, contributing to the bigger picture of her journey.

The curiosity of tamariki, their love of learning and their connection with their teachers continually remind her why the profession is meaningful. Their genuine perspectives can even help ground her when professional or personal challenges arise. “I often feel that I am learning just as much from the tamariki as they are learning from us,” she says.

For Carissa, that is one of the most magical things about early childhood education: children remind us that there is always something more to learn, unlearn and relearn.

Continuing the journey

Carissa hopes to continue developing her skills and experience as a kaiako in Aotearoa before eventually pursuing further postgraduate study. In the future, she would also like to support and inspire aspiring ECE teachers, including international students building their professional journeys in New Zealand.

For now, she is focused on becoming the best kaiako she can be, growing through research, practice and the many relationships that shape her professional journey.

Her own experience has shown her that becoming an educator is not simply about choosing a profession. It is about finding a purpose, becoming part of a community and being willing to keep learning from others.

“I personally believe that becoming an early childhood educator is not just another profession. It is a profession that chooses those who have the heart for it, and I feel privileged to be one of the chosen ones.”

For Carissa, that heart is found in the relationships she builds with tamariki, whānau, kaiako, colleagues and the wider community, and in the opportunity to make a meaningful difference in the early years of a child’s life.