Born in Puerto Rico and raised in México, Samantha Carrillo Mastache has African as well as Purépecha and Taíno roots. She began her education and teaching career in Mexico and then fully grounded herself in the dual language early childhood education movement in Seattle. She earned her CDA (Child Development Associate) Certificate, completed ECE courses required by the State of Washington, focused her BA studies at Goddard on Art, Creativity, and Child-Centered practices, and completed her MA degree with a focus on language, culture, creativity, inclusion, and universal design in dual language early childhood education. Her Palmera Morada (Purple Palm Tree) story served well as a metaphor for the kind of early education that all children deserve.
She holds an MFAIA (Master of Fine Arts in Interdisciplinary Arts) with a focus on Mental Health through multidisciplinary artistic practices and is currently pursuing a PhD in Education and Social Justice. Samantha has over a decade of experience working at model dual language and trilingual programs. As a professor at Antioch University, North Seattle College, and Lake Washington Tech, she provides the Certificate in Culturally Responsive Early Childhood Education (CRECE) at Antioch University and teaches ECE classes at North Seattle College and Lake Washington Tech. She is an activist, researching and advocating for children’s rights through her class “Cultivating a Sense of Belonging.”
Faculty
Reflective Practicum Certificate in Culturally Responsive Early Childhood Education
- Goddard College | Seattle, WA, M.F.A.I.A, Education, 2024, Education Teaching Concentration, Dual Language Education Concentration, Focus on language, culture, art, sociolinguistics, and young children, with emphasis on college teaching Performance Creation, Indigenous and Decolonial Art
- Goddard College | Seattle, WA, MA, Education, 2021, Early Childhood and Teaching College Education Teaching Concentration, Dual Language College/Early Childhood Education Concentration, Focus on language, culture, art, sociolinguistics, and young children, emphasis on college teaching
- Goddard College | Seattle, WA, BA, Education, 2020, Early Childhood Education Teaching Concentration, Dual Language Early Childhood Education Concentration, Focus on language, culture, art, sociolinguistics, and young children, with emphasis on bilingual early childhood education.
- State Approved Trainer Level 5 DCYF | Seattle, WA, DCYF Washington State Department of Children, Youth, and Families
- CDA Council | Seattle, WA, Specialist CDA Professional Development Preschool, Infant, Toddler and Family Child Care, 2019
- High Line College | Seattle, WA, Early Childhood Education State Credential Administration, 2018
- High Line College | Seattle, WA, Early Childhood Education State Credential School Age, 2018
- High Line College | Seattle, WA, Early Childhood Education State Credential Infants/Toddlers, 2017
- High Line College | Seattle, WA, Initial Certificate of State Early Childhood Education, 2017
- High Line College | Seattle, WA, Short State Certificate of State Early Childhood Education, 2016
- EMS Health & Safety Institute | Seattle, WA
- EMS Safety Instructor, 2019
- CPR, FIRST AID, BBP, and AED
- Adult Mental Health 1ST AID USA | Seattle, WA
As an early childhood educator, teaching is a lifelong commitment to learning, self-reflection, and growth. It’s crucial for educators to consistently evaluate their practices, ensuring that every activity, including free play, is purposeful and intentional. Grounded in Jean Piaget’s theory of learning through experience, I aim to create an environment that is diverse, challenging, and supportive of social-emotional development, fostering strong relationships within our educational community and with families.
Understanding the developmental needs of young children is central to my practice. Emotional support and secure attachments are foundational for children as they grow. Each child has unique strengths and learning styles, as described by Howard Gardner’s theory of multiple intelligences. The learning environment, often called the “third teacher,” plays a vital role in nurturing these individual differences. I strive to create spaces rich in materials and opportunities for exploration, allowing me to better understand each child’s strengths and areas for growth.
Incorporating elements of the Montessori philosophy into my teaching, I emphasize simplicity, beauty, and order. These principles help create an environment where children feel safe and supported, promoting their social, emotional, and intellectual development. I enrich the learning experience with a second language, art, music, and nature, creating a warm and inviting atmosphere that fosters holistic growth.
Diversity and inclusion are at the heart of my educational approach. I am committed to adapting the curriculum to meet the needs of all children, including those with special needs. A truly inclusive environment is one where every child can participate, learn, and thrive. Bilingual education is also a cornerstone of my teaching philosophy. In today’s globalized world, mastering a second language is essential. I strive to provide students with the linguistic tools they need to express themselves fully in both their first and second languages.
The curriculum “Soy Bilingüe” has been instrumental in my work as a bilingual educator, integrating families, culture, diversity, and respect, and building bridges of communication within our communities. I believe that embracing cultural diversity in the classroom enhances critical thinking and broadens students’ learning experiences.
Inspired by Jacques Delors’ educational framework, I focus on the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Education should prepare individuals to adapt and thrive in a constantly changing world. Respect for cultural, linguistic, ethnic, and socio-cultural diversity is paramount in my teaching. The family plays a crucial role in this process, and I prioritize open, respectful communication with them, recognizing that family involvement is key to a child’s success.
Furthermore, I believe in the importance of adult education and university certification as critical components of professional growth. Continuous education for adults ensures that teachers remain informed about the latest research and methodologies, enhancing their ability to provide high-quality education. University certification not only validates a teacher’s expertise but also opens doors to advanced opportunities in the field of education, ensuring that educators can continue to grow and contribute meaningfully to their communities.
My teaching philosophy is rooted in the belief that education is a collaborative and lifelong journey. By working closely with children, families, and the broader community and continuously engaging in professional development, I strive to create a supportive and inclusive environment where every child can thrive. As Maria Montessori wisely noted, “The true educator is at the service of the student and, therefore, must cultivate humility, to walk with the child, learn from him and together form a community.”