Unearthing the Silent Cries of Non-Early Childhood Education Graduate in Project Hope: A Case Study

Non-ECE graduates in early childhood classrooms often struggle due to limited preparation. This study aimed to explore the challenges faced by a non-ECE graduate teaching in an early childhood classroom. Using a qualitative case study, I purposively selected one teacher, with contextual validation from her close friend and child; data were collected through interviews and thematically analyzed. The findings showed difficulties in ECE knowledge, classroom management, emotional strain, addressing children’s social-emotional needs, and meeting parent and institutional expectations. The teacher coped through experiential learning and reflective practices, which enhanced her teaching, self-awareness, and child engagement. These results support reflective practice theory as a pathway for developing competence among non-ECE teachers. Schools should provide structured mentoring and targeted ECE training to strengthen teachers’ skills and well-being.