When Sonia Bibian talks about her work, it’s clear that becoming an early childhood educator was a calling. Early challenges in her life left a lasting mark, but they also shaped her instinct to notice the child who feels out of place, the one who needs someone patient enough to truly see them.

After earning her associate’s degree in culinary arts, Sonia realized that the place she felt most valued—and most herself—was in the classroom, helping young children feel seen, supported, and capable. Here’s Sonia’s story from her own perspective.

Gads Hill Center: How did you get your start at Gads Hill Center?

Sonia Bibian:

I live in Scottsdale [near Midway]. My family and I came to Chicago from Michoacán, Mexico, when I was 12, and we stayed with my grandparents. Then my dad became a homeowner, but we’ve been in the same neighborhood ever since. I went to Bogan high school and then I went to St. Augustine College where I pursued a degree in Culinary Arts. After getting my associate's there, I decided to go back to school to do Early Childhood Education and became a teacher.

GHC: And that would have been around what year?

Sonia: 2009… I think. I’m really bad at math, I can’t remember exactly. My mom always makes fun of me: “Mija, you’re a teacher and you don’t know math.” And I’m like, “Mom, I only have to teach children basic math and how to count from one to ten, so I am good!”

In Mexico, elementary school is first through sixth grade. I was going to graduate elementary school, and when I came here, I think I did sixth grade all over again. So yes—twelve years old, 2009.

It was a really hard transition. I didn’t know English at all. And when I went to school, everybody was so mean. They bullied me a lot and used to make fun of me.

GHC: Because you didn't speak the language?

Sonia: Because of the language and, I guess, the way I looked. I was telling my mom the other day that when I first got here, I was 12 and still dressed like a little girl—literally like a little girl. And on the first day of school everyone was wearing makeup, straightening their hair… and I’m like, “What am I doing? Where am I? Is this the right classroom?” I felt so ugly.

I felt like a loser. I didn’t feel welcome. I just wanted to go back. It was really hard. I didn’t have friends at first—just one girl—because everyone else was like, “No, don’t talk to the beaner.”

It was really hard to learn English because I didn’t want to say anything. I thought everyone would make fun of me. But that ended up motivating me. I wanted to show them what I was capable of. In high school, when I graduated in the top ten, people were like, “Oh my God, she is graduating? How did she do it? She didn’t even know English!”

Last year, I graduated with my bachelor’s in early childhood education and got my teaching license, which I passed on my first try and that got me super excited. It's a hard test — usually people need several attempts to pass it.

Even though it was so hard, I’m really thankful for my dad for doing this for us. Now he’s always telling us how proud he is—how my sister has her own business, how my brother is working in accounting, and how all of us have careers and helping each other to grow.

Hearing that makes me feel like I’m doing something good. It's just nice to make my parents proud and work with children, help them reach their full potential, and meet important milestones to have the opportunities to become whoever they want to be. I always say, “the sky is the limit” and advocating, supporting, and helping little minds grow and seeing them succeed is the most rewarding part of my career.

GHC: But you didn’t start your teaching career immediately after high school, right?

Sonia: Originally, I got my associate’s degree in culinary arts. I wanted to bake — cakes and pastries — and I worked at a bakery.

GHC: That could have been a rewarding career choice.

Sonia: Yeah, but I didn’t really enjoy it. Potentially owning a bakery felt too ambitious. And a lot of people don’t pay what they’re supposed to pay for cake. To make a cake is time-consuming and, to me, it is an art.

Around that time, my sister started working at Teddy Bear, another daycare close by. She kept telling me everything she was doing and how amazing it was to work with kids. It made me feel like, “Maybe I want to do that now, it sounds fun get pay to play with kids.”

She talked to the director, who was really nice, and she said, “Tell Sonia to come. I can help her get her credentials, get her associate’s, or anything she needs so she can work here.”

So I started. Not as a teacher, because I didn’t qualify yet, but as a floater. I was in every classroom, which I think was pretty good because I got to know a lot of kids, work with different ages, meet different teachers, and learn what they were doing in their classrooms. I feel like all the kids love me the first day they see me. I feel like I can connect with them really easily.

When I started working with the kids and saw how excited they were to see me — how cute and sweet they were — I felt like, yes, this is what I want to do.

After that, they put me in a classroom full-time. That’s where my love for kids grew stronger, because I could build more of a lasting bond with them over time. I was really engaged with them, and they were so excited to see me every morning. I was with those kids for three years.

Then one of the moms at Teddy Bear told me about Gads Hill Center: “They’re hiring over there. It’s a brand-new location. Everything is new. They need teachers, and I think you’re going to be great with them because I see how amazing you are with the kids.”

I was a little nervous because at Teddy Bear, I was a teacher assistant, so I wasn’t too familiar with the curriculum, the teaching strategies, and all the paperwork. I felt like I was prepared, but not prepared to be alone in a classroom as a lead.

But once I got here, I felt like I could do this and I like challenges, so I took it as an opportunity. It was hard in the beginning, especially because my coworker was brand new in the field and didn’t have any experience, so besides being a Lead teacher, I had to first train my coworker and guide her.

I told myself, "I have to do this. I got this."

And Miss Marsha, one of the leaders here at Gads Hill Center, was amazing. Every time I needed support, she was always there. She helped me in the classroom and in every other area. She would tell me, “Oh my goodness, I love how you’re doing this; I love how you’re doing that.” Everything was positive, and she was such a big help and role model.

Now it’s been five years — six in January. I feel like I never actually had a hard time with one kid, because somehow, I feel like I know how to get to them, it is like a superpower the way I can connect with children because I do not think everybody can do this job or work in the field.

GHC: Does a particular memory of you understanding a child stand out at all?

Sonia: I feel like having a good relationship with the families helps a lot. I always ask parents what their child likes — dinosaurs, cars, Minnie Mouse, Playdough, dancing, singing, etc. — and then I look for a toy, sing a song, or play in a way that I know will get their attention and use children’s interest and strengths to plan my lessons so all the children feel invited to engage.

I go based on what they like. Finding their interests helps me build that connection and engage with them. When you're engaged with kids and they feel like they can trust you, they’re able to explore the classroom, participate in activities, and follow what you're trying to teach. Having that relationship — finding their interests — is what helps me the most.

GHC: What does it take to earn the kids’ trust?

Sonia: I feel like being caring with them, warm with them. I’m the type of teacher who is always hugging them, using positive language, and whenever they cry, being there for them. I know sometimes it is a lot — it can be stressful, having a lot of kids and behavior issues — but I try to help them know that I’m there for them. I care about them. I love them. And think about how I can help them or look for resources, research and work with parents.

Having that communication, and hugs — I feel like hugging them is powerful. Being caring and giving them real, focused attention makes a difference.

I also talk to them in their home language or play music they like in the language of their preference. A lot of kids don’t like kids’ songs; they prefer the music their parents listen to — Mexican music, reggaeton, other cultural music. When I play it, they get excited, like, “How did you know I like this song?” And they start dancing. Bringing their background and culture into the classroom helps them feel at home. Making the classroom feel like their second home helps them feel safe and well.

GHC: What makes you stand out as a teacher at Gads Hill Center?

Sonia: I think I bring my experiences to help the kids learn. I was going to pursue a different career and then I fell in love with the kids and changed course.

I want kids to explore the things they like. I let them make their own choices and support their choices, even if they change their mind.

Right now we’re learning how to share toys and how to play together. Some kids don’t have other kids their age at home, so all their toys belong to them there. I have to teach them that these toys are for sharing — they are for everybody.

And I let them choose: you can play with this toy now, or wait for your turn, or play together.

I try to support them in finding their own solutions and give them a sense of control over the situation. I know they’re little, but I want them to explore everything they can and learn all the skills they can.

GHC: What do you find most challenging about your work?

Sonia: Sometimes families have fears that come from their beliefs — like girls should play with dolls and boys should play with trucks. Some don’t like when boys play in the kitchen. I try to meet those concerns with curiosity: Why not? Can you share with me why you don’t want your son to play in the kitchen, or your daughter to play with the cars?

I reassure them and let them know: right now, the kids are exploring. They’re learning. They’re not choosing who they want to be or what they want to do. This is not going to change anything in their development later on. Right now, we’re learning to play, learning vocabulary, and learning skills.

If a boy plays with a baby, he’s using pretend play, vocabulary, social skills, being caring and learning how to be gentle with babies. If he’s feeding the baby, he’s learning caretaking vocabulary, and he’s exploring stages of development he was in himself a couple of years ago. Kids need to play and explore outside of fixed expectations. That’s how they get the skills they need to be successful in life. So let the kids explore. Let the kids be kids.

That can be a hard conversation because all parents have different ideas, and these topics can be uncomfortable. And it’s also based on culture. But here, I want kids to feel safe and welcome to explore all the choices they have, and I explain to parents why it’s okay for kids to explore and how it helps them.

GHC: It sounds like a big part of your job is also teaching the parents.

Sonia: I have a really good relationship with the parents, so it’s never been a big issue. I like to explain parents everything and have good communication with them and value them.

Sonia brings warmth, curiosity, and cultural affirmation into her classroom every day. She is deeply committed to helping children explore their interests, make their own choices, and develop confidence in who they are.

Looking ahead, Sonia plans to keep growing, whether by supporting teachers the way her mentors supported her or by heading into business with her sister, who shares her love for early childhood education.