Running a preschool is beautiful work — and it can also be incredibly demanding. Providers are building safe, nurturing spaces for children to learn, grow, and belong. They’re also navigating real-world classroom needs, staffing realities, and the day-to-day work of partnering with families.
This year, Preschool for All (PFA) launched a Provider Engagement Committee to help elevate provider voices and strengthen the feedback loop between providers and program staff. The goal is simple: listen closely, learn as quickly as we can, and improve as we grow.
One of the providers participating in this new committee is Yadira Castellanos, owner and director of Tiny Smiles, a preschool program with two sites in Multnomah County. Yadira joined PFA this year, and brings years of experience as a provider and a deep commitment to what she has built.
“I always say it’s an accidental business,” she shared. “I started off just as a stay-at-home mom who wanted to help… and then the more I got involved, I realized, Wow, this is an actual community.”
What began informally in Yadira’s business has grown in scope and complexity over time, and that perspective shapes how she thinks about program design, provider support, and participating in a growing public preschool system.
Why Providers Join PFA
For Yadira, one of the biggest reasons to participate in PFA is simple: it helps her support families.
She described the tension providers often feel when the cost of care doesn’t match what many families can afford, and how programs like PFA and Employment Related Daycare (ERDC) can help relieve that pressure for families, while allowing providers to keep their doors open.
“I like the idea of being able to provide free child care to our community,” she said.
Mentorship, Connection, and Provider Community
Yadira also emphasized how important provider-to-provider support can be, especially for newer providers joining a complex system.
She credits mentors in her provider network for helping her learn, navigate decisions, and feel less alone. That sense of community is part of what encouraged her to join the Provider Engagement Committee, too.
“I wanted to be the voice for newer providers,” she said, “and for providers in the Hispanic community.”
What Providers are Asking for as the Program Grows
A major theme that emerged in Yadira’s interview — and in early Provider Engagement Committee conversations — is the gap between policy goals and day-to-day classroom reality.
Providers have shared that they’re committed to equity and inclusion, and they’re also looking for clearer guidance and more timely support to fully meet the needs of all children in their classrooms.
Yadira described how needs can look very different across sites, and how staffing and classroom support can quickly become stretched when educators are trying to meet the needs of many children at once.
She emphasized that providers want to make sure every child is supported, while also ensuring classrooms remain safe, stable, and set up for learning, for everyone.
She also voiced a desire for more practical, hands-on coaching and support that reflects what teachers are experiencing in real time.
“We don’t just need another resource,” she said. “We need hands-on support… someone to show us what to do in the moment.”
Partnering with Families is Part of the Work
Another theme Yadira returned to often was partnership with families — especially around routines, consistency, and supporting children’s development both at home and school.
In early education, children’s skills are shaped across environments. Providers can do a lot inside the classroom, and children benefit most when adults in their lives can work as a team.
“We need to be a village,” Yadira said, describing the web of educators, families, and PFA team members working together to help children thrive.
Creating such a “village” requires building systems that support communication and shared problem-solving. As part of this work, PFA is expanding opportunities for family partnership, including a new Family Engagement Committee launching this winter.
Staying Hopeful — and Asking for Momentum
Despite the challenges, Yadira’s overall perspective is hope mixed with urgency.
She shared appreciation for the opportunity to gather with other providers and give input through the Provider Engagement Committee, and she also expressed a desire for frequent connection, so that learning and problem-solving can move faster.
“We need support now,” she said. “PFA needs providers, and we need PFA… we kind of need each other.”
What Happens Next
The Provider Engagement Committee is one of the ways PFA is working to deepen partnership with providers, surface real challenges, and strengthen the program as it expands.
We’re grateful to providers like Yadira who are bringing honesty, care, and experience to the table — and we’re honored for the opportunity to listen, learn, and improve Preschool for All alongside the educators who work with our youngest neighbors every day!
PFA is committed to building a preschool system that is high-quality, inclusive, and workable for the educators and providers who make it possible. If you’re a provider and you’re interested in opportunities to share feedback or learn more about engagement pathways, we invite you to stay connected by subscribing to our community newsletter or reaching out to our team at preschoolforall@multco.us.