Stacy Cook-LaPointe

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Stacy Cook-LaPointe

Lecturer of Early Childhood Education

Special Education, Early Childhood, and Culturally/Linguistically Diverse Education

Office Hours

Open and flexible for online meetings. Contact via email [email protected] to schedule.

Biography

I am an Affiliate Professor and hold a Master’s degree in Early Childhood. I am currently an Ed.D. student at the University of Colorado in Denver! I have passionately worked in the field of Early Childhood for 30 years.

Research Interests

    I am researching Early Childhood Workforce quality issues in the field. Specifically, I am delving into how we consider, prepare, and participate in the well-being of educators. I am deeply interested in the intersections of how we become teachers and what is the best way to nurture and support the development of early childhood teachers.

Teaching Interests

    From my early days in kindergarten, a passion for learning and teaching began to shape
    my educational journey. Each day, I would eagerly return home to impart the knowledge gained to my three-year-old sister. This initial experience, although met with disapproval from my sister's kindergarten teacher, who stated she had ‘nothing to teach her,’ laid the foundation for the vital connection between learning and teaching.

    The symbiotic relationship between learning and teaching guided my development as a
    student, which led to my development as a teacher and leader in early childhood education. Another aspect driving my passion for teaching is the importance of supporting the autonomy of learning for students. Autonomy in learning means an individual needs to understand and learn to use information within a person’s life for their own purpose. In preparing early childhood teachers, I want to affirm their drive for learning and teaching so that they can instill this love into the children they will teach. My passion for learning and teaching is based on four elements: Reciprocity, Autonomy within the community, Active Engagement, and Reflective Practice.

    Reciprocity
    Reciprocity is a fundamental element of my educational philosophy. While the
    The conventional expectation is for students to learn from teachers, but my experience has shown that profound knowledge often emerges from the reciprocal exchange between teacher and student and among students themselves. The give and take between teacher and student, student and student, and within us provides the possibility for deep learning. Deep learning goes beyond the facts and moves into a space of understanding and purpose. Learning is deepened when teachers acknowledge the student's understanding and prepare new learning based on this understanding. Reciprocity in learning involves a community of learners and building relationships.

    Autonomy Within Community
    Autonomy within a learning community is crucial. People are more inclined to learn
    when they feel connected and autonomous in their learning journey. Recognizing that individuals have diverse learning styles, my approach is to connect students with a passion for learning, fostering engagement within a shared knowledge space.

    Active Engagement
    Active engagement serves as a cornerstone of effective teaching. Drawing from my lessons with my sister, I understand that learning flourishes with active participation. Through participatory processes, students establish a tangible connection between their minds and bodies, enhancing their comprehension of the knowledge and skills being imparted.

    Reflective Practice
    Reflective practice emerges as an essential tool in my teaching philosophy. Encouraging
    teachers to engage in reflective practices allows them to develop a nuanced perspective on their experiences, interactions, and the information conveyed. In teaching teachers to become teachers, I find the embedding of reflective practice an essential tool for them to develop. While learners naturally reflect on their learning, intentional and purposeful reflective practice becomes imperative when assuming the role of a teacher.

    Summary
    My journey from a curious kindergartener to a professor has been shaped by reciprocity,
    autonomy within a community, active engagement, and reflective practice. There are many stops between these two goalposts of my life. The guidance of autonomy, reciprocity, active engagement, and reflective practice have been honed and implemented throughout my career. These principles guide my learning and teaching and form the foundation upon which I aspire to shape the next generation of educators.

Education

EdD in Inclusive Early Childhood

University of Colorado Denver

MS in Early Childhood Education and Development

Emporia State University

BS in Psychology

University of Colorado

Published Works

    Shapland Rodriguez, D., Cook-LaPointe, S., Banuelos, P., Allen, R. (2026). Resileince Building Across an EarlyChildhood Teacher Preparation Program. [Manuscript submitted for publication]. Journal of Early Childhood Teacher Education. Shapland, D., Allen, R., Harris, E., Cook-LaPointe, S. (2022). Integrating Trauma Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students. (). Information Age Publishing .