Being an observer and a contributor to the future through children by shaping their early education is my passion. I find immense joy in working with children, particularly in witnessing and nurturing their journey of self-discovery and natural capacity-building. It is like observing matter while also seeing through the molecules that compose it. Guided by this passion, I transitioned from the corporate business world to early childhood education years ago.

I hold an engineering degree in electronics and spent nearly two decades in the corporate sector. Alongside this, I tutored math and physics for K-12 students and raised my own child within the traditional education system. These experiences led me to design a bespoke curriculum for young children after I began my journey in early childhood education. Initially, I was drawn to the Montessori Method, which has been successfully applied for over a century due to its scientifically grounded, inductive reasoning and individually adaptable approach. Unlike trial-and-error methods designed in an office and imposed on children, Montessori education builds a remarkable foundation for young minds, encouraging hands-on exploration and independent growth.

As a self-taught artist immersed in the arts throughout my education, I also integrated art into children’s daily learning experiences. The Reggio Emilia approach, with its emphasis on visual learning, seamlessly complemented my program. Visualization not only aids in conveying ideas but also fosters the ability to develop and refine them further. This belief led me to organically merge purposeful artistic activities into my curriculum, allowing children to express their thoughts in tangible ways.

We developed a model where children sit at the core of learning, and we nurture their inner urge for knowledge through an emergent curriculum enriched with arts and age-appropriate science.

Inspired by the evolving interests and needs of today’s children, I incorporated STEAM education into my teaching at various levels. My background in engineering and tutoring naturally aligned with STEAM principles, particularly for learners ranging from K-6 to K-20. Introducing young children to STEAM offers unparalleled opportunities for intellectual exploration at an early age. Its principles are rooted in hands-on, individualized learning—much like Montessori, Rudolf Steiner, and Froebel's educational philosophies.

While Froebel’s play-based learning was once a groundbreaking approach, today’s children live in structured compartments rather than mixed-age groups, which were central to traditional play-based education. This shift necessitates a modernized approach—one that unearths the potential of play in a more tailored, individualized way. Learning through play must now be redefined to accommodate the changing dynamics of childhood, ensuring that children still develop creativity, problem-solving, and collaboration skills within the context of today’s structured educational environments.

My engineering background allows me to analyze the psychology behind how children perceive and engage with the world, particularly in mathematics. I have designed mathematics exercises for preschool and kindergarten educators, bridging traditional teaching methods with computerized learning tools to support children aged 3 to 6.
Sibel also worked as an Academic Instructor for adult education with a strong mathematics instruction performance, teaching students aged 16 to 24 at an adult technical school. This work deepened my understanding of how education transforms lives and shapes the future.

As Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” This belief drives me to advocate for education that is inclusive, innovative, and transformative for every child.