Time Well Spent

Time Well Spent

My time at Walden University has been an enriching and rewarding experience. I am so grateful to have obtained my Master’s Degree in Early Childhood Studies here at Walden. I have been dreaming a long time to go back to school and get my Master’s Degree.  I have been an early childhood teacher for about five years now and I wanted to go back to obtain my Masters Degree with the hopes of enhancing my skills and do more research in the field. As I approach the end of my journey here at Walden University I take with me a new found growth and strength to be a successful leader in the education field.  I made so many wonderful and meaningful connections with my colleagues and professors, I am leaving this program with new knowledge and I am so propound of my accomplishments throughout this program. One of my goals throughout my courses was to tackle any hidden biases I may have had and also enhance my skills regarding diversity. I also learned how important play is for children’s development. I have incorporated a lot of what I learned in regards to that in my own classroom.

My long term goal is to continue learning as much as I can about the early childhood field. I also want to continue to advocate for parents to obtain meaningful relationships with their children’s teachers and be involved in their children’s education.  Building family partnerships is so vital to a child’s education and to have them involved will help them succeed. I sad to say goodbye to my colleagues, because we have all been on this journey together and I have learned so much from their blogs and discussion posts. Dr. Darragh, that you for your encouragement, support and positive feedback! Best of luck to everyone in your future endeavors!

 

Jobs/Roles in the ECE Community: Internationally

This blog assignment was interesting because we were able to research some great international organizations that I normally would have never thought to research. The following organizations that I found interesting are wonderful to work for as they strive to change the lives of children around the world.

International Organization-UNICEF

https://www.unicefusa.org/mission

UNICEF is a wonderful organization that I have gotten familiar with in the past year, through my studies here at Walden. UNICEF works with more than 190 countries to put children first. They have helped save children’s lives by providing health care, immunizations, safe water, nutrition education and emergency relief (UNICEF, 2019). They have many job listings available, but I came across a section called NETI, which is The New and Emerging Talent Initiative. This part of the website provides great employment opportunities for professionals that are interested in an international career with UNICEF. The NETI Program is open for internal and external candidates irrespective of category and level, provided they meet the following minimum requirement, such as University degrees. https://www.unicef.org/about/employ/index_74417.html

 

International Organization-Save the Children

https://www.savethechildren.org/us/about-us/why-save-the-children

Save the Children has been operating for 100 years, they are passionately committed to giving all children the best chance for a future that they deserve. They work with over 120 countries for education, health emergency response, and advocacy. One job I found interesting that is available is for a Proposal Writing Coordinator. They are responsible for proposed developments and donor reporting. Also, responsible for leading proposals to a variety of donors and private sector foundations. Qualifications is a master’s degree and working with programs for children. https://www.savethechildren.net/careers/apply/details?jid=17761

 

International Organization- UNESCO

https://en.unesco.org

UNESCO works to build peace through international cooperation in Education, the Sciences and Culture. UNESCO develops educational tools to help people live as global citizens free of hate and intolerance, they work so that each child and citizen has access to quality education (UNESCO, 2019). Right now, they don’t have available job opportunities, but the requirements are a master’s degree in education, culture, science, social and human sciences, communication or business degree preferred. Fluent in English and French. https://en.unesco.org/careers/what

References

UNESCO (2019). Retrieved from: https://en.unesco.org

UNICEF (2019). Retrieved from: https://www.unicefusa.org/mission

Jobs/Roles in the ECE Community: National/Federal Level

For this week’s blog assignment we were asked to identify three national and federal organizations or communities of practice that appealed to us and why we chose them along with any job openings they have and descriptions of them. The three organizations I chose are:

NAEYC (National Association for the Education of Young Children.) is such a wonderful organization to work for. There primary focus is devoted to assuring the provision of high quality early childhood programs through improvements in the professional practice and working conditions in the field of early childhood education, as well as by improving public understanding and support and funding of high quality programs in centers, homes, and schools (NAEYC, 2019).  There are no available job opportunities now that I was interested in, but you can become a member of their website and they send you upcoming job opportunities before they are posted.

 

Greater Bergen Community Action is a non-profit organization that works throughout New Jersey to build more sustainable families, community institutions, and neighborhoods. It does this through strategic investments in community and household finance, education, healthcare, housing, workforce development, energy, and neighborhood revitalization. This organization is great because it helps families who are of low income and provide an abundance of services for them especially full time child care. The position that is available right now is of a Lead Teacher. The lead person in their classroom and is responsible for ensuring that the classroom runs smoothly on a daily basis.

Qualifications: BA/BS in Early Childhood Education or a related field with credits in Early Childhood Education and NJ Certification.

Knowledge of:

• Principles and practices involving the implementation of a developmentally appropriate curriculum;
• Applicable federal, state, and local laws and regulations relating to preschools and child care;
• Cultural and socio-economic issues relevant to providing appropriate services to special population groups;
• How student learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family and community values;
• Characteristics, uses, advantages, and limitations of different types of assessments (criterion-references and norm-references instruments, traditional standardized and performance-based tests, observation systems and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.

 

This organization I would love to work for one day. Grow NJ Kids has a current job opportunity of a Training Services Instructor. Grow NJ Kids Training Services is recruiting per diem instructors to help advance the knowledge and skills of New Jersey’s early childhood educators and early care professionals. Instructors facilitate classroom-based education following established national curricula. These sessions meet the professional development needs of providers—including directors, teachers, assistant teachers, and staff in center-based child care or education programs and registered family child care homes. Classes build skills and knowledge needed to implement the state’s emerging quality rating system and work successfully to raise the quality of child care and early learning programs across New Jersey. (Grow NJ Kids, 2019). This sounds like a very interesting position, I have been to workshops where an instructor from Grow NJ Kids trained us in classroom management skills, how to deal with challenging behaviors in the classroom. She was very knowledgeable and provided us with visuals, materials and advice.  It was a very interesting and a great learning experience and this is something that I would be interested in trying to do in the future.

ELIGIBILITY:

Candidates for per diem training positions must possess the following attributes:

• Significant facilitative training experience with adult learners
• A master’s degree in education or a related field OR a bachelor’s degree and minimum of five (5) years of early childhood experience

• Knowledge, skills, and values supporting safe, healthy learning environments; family and community engagement strategies; professional and administrative staff development; and strengths-based models to deliver trainings effectively

• Leadership skills and competencies evident of social and emotional intelligence
• Exceptional communication and organizational skills
• Ability to model professionalism and inspire participant engagement
• Valid driver’s license and the ability to travel to training sites throughout New Jersey
• Computer proficiency and a high level of comfort with the Internet

References

Greater Bergen Community Action (2019). Retrieved from:  https://www.greaterbergen.org

Grow New Jersey Kids (2019) Retrieved from: http://www.grownjkids.gov/

National Association for the Education of Young Children (2019). Retrieved from: https://www.naeyc.org/

 

 

Exploring Roles in the ECE Community: Local and State Levels

New Jersey Head Start Association-

https://www.newjerseyheadstartassociation.org/

I have worked in Head Start as an educator for about five years now. I think this is a wonderful organization by providing quality comprehensive early childhood services to low-income children and their families, including pregnant women.  We also provide services for Utility assistance, housing and financial counseling and affordable Housing information. We have just expanded and are providing adult education and training to families that need to obtain their GED.  I would only want to work as an educator in this organization because I feel we make such an impact on young children ’s lives and their families, and it gives me great pride working for them every day and ensuring I am providing them with a nurturing and safe learning environment.

NJAEYC-New Jersey Association for the Education of Young Children

https://www.naeyc.org/-

I have been a member for NAEYC for a few years now, ever since I started as an early childhood teacher. They are extremely dedicated to working on behalf of children from birth to 8 years of age. They set the standards for programs and educators involved in early childhood education. With so many members, over 80,000, they are able to have the influence on the government’s policy direction pertaining to early childhood education such as funding for early childhood programs, and the re-authorization of the Child Care and Development Block Grant. They also issue the proper accreditation to programs that meet their standards. There are currently no job opportunities available, but if there were ever in the future, I would love to work in this organization by focusing on improving the quality and accessibility of early childhood education program and services.

New Jersey Office for Children-

https://www.co.bergen.nj.us/division-of-office-for-children/about-office-for-children

I chose this organization because they provide many resources for families in need of child care services and early childhood education. They coordinate child care services for families and child care providers by focusing on the availability, affordability, and quality of early care and education. They have helped a few families with counseling, choosing childcare, provided referrals to child care providers and child care subsidies. I would like to work here as a social worker, by advocating and providing families with resources that they wouldn’t know about, many families go without childcare for their young children because they don’t know there is affordable or free childcare available.

 

Reflection of learning

I have learned so much valuable information in regards to creating a multi-cultural environment for children, and strategies to support children with disabilities and fostering an anti-bias inclusive learning community. I will continue being committed to anti-bias education and continually incorporate it into my curriculum. I also hope to make a positive impact on children and their families’ lives, my helping them develop a strong sense of self-worth, and support families and diversity.

Thank you to my colleagues and Dr. Meyer for this great learning experience.  I enjoyed reading everyone’s blogs and discussions they were very insightful. Best of luck through the rest of your journey here at Walden.

Impacts on Early Emotional Development

For this blog post assignment, I chose Latin America and the Caribbean. This caught my interest because I have worked with many families and children who are from Central America, especially El Salvador, and Guatemala.  According to the UNICEF website, “14 million children in Latin America and the Caribbean are outside the education system” (UNICEF, n.d.). Children living in poor areas, especially those exposed to violence, as well as those who live with a disability and suffer ethnic and gender discrimination are more affected and more likely to experience greater barriers in their right to education. UNICEF advocates and works in partnership with other organizations so that all children in the region can fulfill their right to a quality education, inclusive and equitable and in line with the Sustainable development goals. This guarantees inclusive and quality education and promote lifelong learning opportunities for all (UNICEF, n.d.). The percentage of children who do not attend school in the first years of secondary education in Latin America and the Caribbean is 7.7 %, almost 4 times more than in developed countries. Most of these children have to stop going to school because of disabilities, by not receiving the proper care in school for it, and because of violence-ridden towns they live in, and also are forced to work at a young age to help support their family.

Our goals as childhood professionals are to always support the needs of the children and their families. After reading through UNICEF website and seeing how children in other countries lack the proper education, made me realize how much we take for granted here. I want to stay informed about world events and continue to advocate for children and their right to education.

References:

UNICEF. (n.d.). UNICEF in Latin America and the Caribbean. Retrieved from: https://www.unicef.org/where-we-work#latin-america-and-caribbean

The Sexualization of Early Childhood

The article, “so sexy so soon” by Levin D.E. and Kilbourne, was definitely a little disturbing to read. As a mother and child educator, in today’s world, children are exposed more to sexual images and words, whether in a song, tv shows, or watching other people. This is a topic that is uncomfortable to talk about if you work with children on a daily basis and have children yourself at home. Our culture has changed over the years, especially on tv, toy stores, books, etc.

Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture (Levin & Kilbourne, 2009). One example the article gave was younger children having Bratz dolls, this made me remember when my younger sister was obsessed with Bratz dolls, who I think come clothed and looked to provocatively. One day my sister insisted on wearing a crop top with high wedge boots. She said her Bratz doll looked cool in that outfit and she wanted to wear one like that.

In my classroom, I have seen some children act in a way that is too young for them to be acting. Young children are more into looking nice these days than just being kids. It is important for early childhood educators to be aware of the exposure children have to these images. After reading this article, It has increased my knowledge and awareness of this issue. As much as we want to try and combat this, some children will be exposed to sexual content, perhaps at home, if they have an older sibling, and will listen to the same music as them, and watching a television show that is for adults. It is important for teachers and families to monitor the content the children are exposed t and react appropriately in case they are using sexual language or act in a sexual way.

References:

Levin, D. E. & Kilbourne, J. (2009). So Sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp.1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.come/sosexysosoon/introducation.pdf

Evaluating Impacts on Professional Practice

 

According to Derman-Sparks and Olsen-Edwards (2010), isms are institutional advantages and disadvantages people experience because they belong to certain groups. The program I work for is very diverse and many of the families are Hispanic. I have experienced racism a few years ago in my classroom with a parent. The parent is Hispanic, and she didn’t speak English. I don’t speak Spanish, so I always had to translate through my Teacher Assistant. One day I needed to set up a meeting with mom regarding her child and his behavior. When I spoke to mom about her child, she became very defensive and said the child is acting out because I was discriminating against her child, because I am not Hispanic, and I don’t speak his language. I remember feeling really offended and of course sad about that situation I was placed in and being accused of. Regardless of any child’s race, I do not discriminate and treat all children and their families the same. It impacted my work because I became cautious and I always wondered in the back of my mind if I had a child who I needed to refer for developmental, behavioral or learning issues, would I be accused of discriminating against that child because of their race? But I continued to always be professional and treated all children and their families the same way. I also was able to reflect on this and talk with my colleagues who have helped me through the bias I was experiencing and continue to always interact with children and families in a positive way.

 

Reference

Derman-Sparks, L., & Olsen-Edwards, J. (2010). Anti-Bias education for young children and ourselves

Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Observing Communication

Last month, I observed a father and child outside my classroom communicating. The child was crying saying, “I don’t feel good” The father said in a loud tone of voice, “you’re not sick, you’re lying.” The boy repeated again, “I don’t feel good” Dad said, “you are being a baby, you’re not coming home with me, I’m not missing work so I can stay home with you” The boy persisted and continued to cry saying he was sick. Dad ignored the rest of his pleas, walked him in the classroom and left.

The father was being very directive with the child; he wasn’t allowing the child to express why he was feeling sick. I feel the father could have calmly spoken to the child and asked him questions of why he was feeling sick and promote child’s vocalization (Stephenson, 2009). Instead of just saying I’m sick to the dad if dad gave him a moment to speak, I’m sure the child would be feeling more comfortable explaining why he felt the way he did. I feel the dad doesn’t have interactions with the child at home and maybe his son was crying out of attention for his dad.

In my prek class, we promote open-ended questions with the child. I’m going to try to implement that more and promote more detailed answers and expanded thinking from the children in my classroom when I observe them doing something (Dangel, Durden, 2010).

References

Dangel, J.R., & Durden, T.R. (2010). The nature of teacher talk during small group activities. Young Children, 65(1), 74-81.

Stephenson, A. (2009). Conversations with a 2-year-old. YC: Young Children, 64(2), 90–95.

Creating Affirming Environments

If I were to open my own Family Child Care Home, I would make sure I provide an environment that accepts and embraces each child and their families and allow them to feel safe, nurtured and free to explore. I would also make sure I have anti-bias materials and incorporate that into my lesson plans and curriculum. As Derman-Sparks & Olsen-Edwards (2010) stated, “relationships and interactions with children and families, the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community” (p.51).

In the video segment Adriana Castillo’s family child care home had a display of photos of children and their families (Laureate Education, 2011) In my classroom I would have a space for a family tree, that will display the pictures of all the children and their families, which will show us all different kinds of families we have, which is families of different races, ethnicity, and gender. Including photos of children and their families, this increases everyone’s visibility and validates all kinds of people and their families (Derman-Sparks & Olsen-Edwards, 2010). I would also display books around the classroom and in the library that include multi-cultural families, family structures, ethnicities, genders, and abilities.

In my center, I will have various multi-cultural materials such as crayons, construction paper, paints, play dough, all in different skin tones as shown in the media segment as well.

It is important to keep the lines of communication open with our families as that is essential child’s learning success. I would encourage communication in the morning during drop-offs and make myself available to the families, I would provide my email address, I would send home weekly information letters as well.

 

References

Derman-Sparks, L., & Edwards, J.O. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author.