Time Well Spent

I have really enjoyed the Early Childhood Studies Master’s Program at Walden University.  I have learned so much about the early childhood field.  Three deeply felt learnings from this program are:

•  Engaging in social justice activism is important to bringing awareness to issues affecting children, their families, and educators.  Activism is necessary in order to make positive changes and end institutional forms of prejudice.
• Children and their families are special and unique. It is important to represent their diversity in the visual and material classroom environment so that all children and families feel accepted, valued, and welcome.
• Communicating appropriately and effectively with families is integral to developing respectful, responsive, and reciprocal relationships that promote children’s learning and help them to flourish.

A long-term goal that I have is to help set up and participate in a school-wide diversity/equity committee (Derman-Sparks & Edwards, 2010).  This will allow me to connect with other teachers in my school who are interested in diversity/equity issues, identify the  issues that need to be addressed within the school, then collaborate to develop a plan of action (Derman-Sparks & Edwards, 2010).  I would like to see the implementation of anti-bias education throughout the school.

I also want to start a Family Child Care Home, “Lynda’s Play House,” once I retire from       the Maryland Public School System.

Dr. Teri Davis, thank you for your guidance and leadership, and for the constructive feedback and insight you offered each week.  Thanks to my colleagues for your responses to my discussion and blog postings.  I have truly enjoyed collaborating and sharing experiences, ideas, and professional knowledge with each of you.  I wish everyone the best with your personal and professional endeavors!!  We made it!!!  Congratulations!!!!

 Favorite Quotes:

“Tell me and I forget. Show me and I remember. Involve me and I understand.”
~Chinese proverb

“It is easier to build strong children than to repair broken men.”
~Frederick Douglass

“We worry about what a child will become tomorrow, yet we forget that he is someone             today.”
~Stacia Tauscher

“It takes a village to raise a child.”                                                                                          ~Nigerian proverb

Reference

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Jobs/Roles in the ECE Community: Internationally

This week I explored several International Early Childhood Organizations and found three that appealed to me because of their commitment and support to children around the world, families, and early childhood educators.  The following organizations provide information and resources that help early childhood professionals foster children’s safe and healthy well-being.  They also list job opportunities for those interested in promoting positive social change in the early childhood field.

Save the Children.  Save the Children is an organization that has advocated for and achieved change in the lives of children since 1919 (Save the Children, 2011).  When disaster strikes, Save the Children puts the needs of children first.  They focus on providing children in the United States and around the world with what they need to live happy, healthy, and safe lives (Save the Children, 2011).

Job Opportunity: Program Specialist, School Based Programs

The Program Specialist is responsible for proving staff development and technical and management assistance to program partners to ensure the effective coordination, implementation, and monitoring of K-3 afterschool and summer programs focused on literacy, physical activity, nutrition, and family engagement (Save the Children, 2011).

A Master’s Degree in education or child development is preferred, and a minimum of five years of relevant work experience (Save the Children, 2011).  Applicants should have a knowledge of and experience with literacy/reading programs, strong organizational and management skills, experience working with limited resources, and strong skills in developing and delivering training and technical assistance in-person and remotely (Save the Children, 2011).

Association for Childhood Education International (ACEI).  ACEI’s mission is to promote and support the optimal education, development, and well-being of children around the world, and to have a positive impact on the professional growth of educators and the efforts of others who are committed to the needs of children in a society that is constantly changing (Association for Childhood Education International, 2011).  ACEI envisions that children, worldwide, will have access to a quality education that will prepare them to become responsible and engaged citizens, as well as prepare them for life in a changing world (Association for Childhood Education International, 2011).

Association for Childhood Education International (ACEI) offers internships for students enrolled in a graduate degree program that focuses on issues in global education with a particular interest in children’s education (Association for Childhood Education International, 2011).

United Nations Children’s Fund (UNICEF).  UNICEF is mandated by the United Nations General Assembly to advocate for the protection of children’s rights, and to give children the best start in life and help them reach their full potential (United Nations Children’s Fund, n.d.).  They believe that nurturing and caring for children are the key elements of human progress and work with others to overcome the obstacles that poverty, violence, disease, and discrimination place in a child’s path (United Nations Children’s Fund, n.d.).

United Nations Children’s Fund (UNICEF) offers internships to students who are currently enrolled in graduate school, or are post graduate students in a field related to UNICEF’s interests (United Nations Children’s Fund, n.d.).  The intern should be fluent in English and one of UNICEF’S working languages such as French, Spanish, Arabic, Russian, or Chinese; have excellent academic performance;  have the ability to adapt and work in a multicultural setting; and have a strong commitment to the values and principles of the United Nations and UNICEF’s mission, guiding principles and Convention on the Rights of the Child (United Nations Children’s Fund, n.d.).

References

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/K.8D6E/Official_Site.htm

Association for Childhood Education International. (2011). Retrieved from http://www.acei.org/

United Nations Children’s Fund. (n.d.). Retrieved  November 28, 2011, from http://www.unicef.org/

Jobs/Roles in the ECE Community: National and Federal Agencies

While spending time exploring various National and Federal Early Childhood Organizations, I found three that appealed to me because of their level of commitment and support to early childhood educators, children, and families.  I found that the following organizations provide a wealth of information, insights, and resources regarding issues specific to early childhood educators.  They also list job opportunities for those interested in the early childhood field.

National Association of Early Childhood Teacher Educators (NAECTE).  NAECTA is an organization that connects people across the United States and countries around the world who share a common interest in Early Childhood Teacher Education (National Association of Early Childhood Teacher Educators, 2013).  This organization provides a communication network for early childhood teacher educators (National Association of Early Childhood Teacher Educators, 2013).  NAECTE promotes the professional growth of its members, and advocates for improvements in early childhood teacher education (National Association of Early Childhood Teacher Educators, 2013).  They consider and discuss the educational issues and concerns of its members.  NAECTE also cooperates with other national and international organizations who care about the study and education of young children  (National Association of Early Childhood Teacher Educators, 2013).

Job Opportunity: Teacher

Skills and experience include having a Bachelor’s Degree in Early Childhood Education; minimum of one year experience teaching children who have a wide range of individual differences, including special needs; excellent oral and written communication skills; excellent classroom management and organizational skills; competence in behavior management; and knowledge of, as well as experience implementing developmentally appropriate curriculum for young children (National Association of Early Childhood Teacher Educators, 2013).

National Association for the Education of Young Children (NAEYC).  NAEYC is the world’s largest organization that acts on behalf of the needs, rights, and well-being of young children ensuring that they have access to a safe, high quality and developmentally appropriate early childhood education in an environment that respects and supports inclusion and diversity (National Association for the Education of Young Children, n.d.).

Job Opportunity: Program Coordinator

This is a position that would interest me after I retire.  As Program Coordinator, I would support the work of the early childhood program accreditation system by providing technical assistance on the accreditation process, policies and procedures to consumers, including program staff and the public (National Association for the Education of Young Children, n.d.).

For the position of Program Coordinator, at least having an Associates Degree is preferred.  The Program Coordinator must have knowledge of NAEYC’s early childhood program accreditation system, and 1-2 years clerical/administrative experience (National Association for the Education of Young Children, n.d.).  Excellent oral and written communication skills, and MS Office and database skills are required.  Must be able to work independently and part of a team in a fast-paced environment (National Association for the Education of Young Children, n.d.).

HighScope.  HighScope Educational Research Foundation is an independent nonprofit research, development, training, and public outreach organization that is committed to promoting high-quality early childhood education to children and youth around the globe (HighScope, n.d.).  Established in 1970, HighScopes’ vision is that every educational setting will foster active participatory learning so that every child has a chance to succeed in life and make a positive contribution to society (HighScope, n.d).

Job Opportunity: Great Start Readiness Program Early Childhood Specialist

The Early Childhood Specialist is responsible for providing educational leadership to the teaching teams and families of the Great Start Readiness program (HighScope, n.d.).  The Early Childhood Specialist will assure that the HighScope Curriculum is implemented in the classrooms and assist in collection and evaluation of data to determine program effectiveness (HighScope, n.d.).

Skills and experience include having a Graduate Degree in Early Childhood, Child Development, or related field.  The Early Childhood Specialist must have at least 2 years experience teaching on the early childhood level, caregiving, and working with families; have knowledge of private and state funded child development programs and licensing requirements; must possess appropriate and effective communication skills, as well as critical thinking and problem-solving skills; and must be able to work cooperatively and responsibly with program staff, supervisors, and community resources (HighScope, n.d.).

References

National Association of Early Childhood Teacher Educators (NAECTE). (2013). Retrieved from http://www.naecte.org/

National Association for the Education of Young Children (NAEYC). (n.d.). Retrieved from http://www.naeyc.org/

HighScope. (n.d.). Retrieved from http://www.highscope.org/

Exploring Roles in the ECE Community: Local and State Levels

This week I have explored various local and state organizations or communities of practice. The following are three that appealed to me most:

Maryland State Educators Association (MSEA).  MSEA advocates on behalf of Maryland educators and public schools to ensure that we have the necessary tools and support to provide high-quality education and help every student achieve success (Maryland Educators Association, 2014).  It is the largest union and professional association in the state of Maryland representing more than 70,000 educators and employees working in Maryland’s public schools (Maryland Educators Association, 2014).

The are no positions available with the Maryland State Educators Association at this time, but some of the careers are Assistant Directors, Organizational Specialists, Administrative Assistants, Electronic  Communications Specialists, Managing Director Communications and Program Services, just to name a few.  Because it is an advocacy association that represents administrators, teachers, support professional, certified specialist, higher education faculty, students, and retired members, it is important that the staff possess and use effective communication skills (Maryland Educators Association, 2014).

Maryland Family Network (MFN).  MFN is “an advocate and catalyst for the development of a strong system of quality child care, early education, and family support” (Maryland Family Network, 2014, para. 1).  MFN collaborates and partners with other parties on the local, state, and national levels, and is considered Maryland’s foremost child advocacy organization (Maryland Family Network, 2014).

Though there are no positions are currently available or listed, the Maryland Family Network staff consists of Executive Directors, Directors of Resources and Referral Services, Managers, Communication Directors, Program Consultants, Training Coordinators, etc.  Effective communication skills, and knowledge of various resources to help children and families succeed are necessary in order to fulfill positions in this organization.

Self-Help on Rural Economics and Urban Problems (SHORE UP! INC.) SHORE UP! INC. is “dedicated to building communities, changing lives, and empowering individuals and families to maintain long-term independence and achieve economic self-sufficiency through a comprehensive system of service and resources” (Self-Help On Rural Economics Urban Problems, 2014, para. 6).  It offers job training and employment programs, energy assistance and family support programs, programs for the elderly and disabled, housing programs, and several early childhood programs that assist pregnant women, children ages birth to 5 years, and the parents of these children (Self-Help On Rural Economics Urban Problems, 2014).

There are several positions for volunteers that are available such as watching toddlers, helping children in the classroom, clerical positions, and answering the phone.  There was no listing for employment opportunities on the site at this time.  Effective communication, as well as knowledge of resources and the programs offered is necessary to fulfill positions in this organization.

I chose these organizations/agencies because they support their employees, as well as advocate and provide necessary services and resources for children and their families to foster children’s healthy and safe development and help them reach their fullest potential. They are good resources for gathering information and gaining insights with regard to the early childhood field and positive teacher-families relationships.

References

Maryland State Educators Association (2014) Retrieved from http://www.marylandeducators.org/about-msea

Maryland Family Network (2014) Retrieved from http://marylandfamilynetwork.org/

Self-Help on Rural Economics and Urban Problems (2014) Retrieved from               http://www.shoreup.org/eastern-shore-md-services-about-shore-up

Week 8 – Reflecting on Learning

Photo Credit: Google

My most passionate hope for my future as an early childhood professional, and for the children and families with whom I will work, is that I will create an inclusive, anti-bias learning environment that is sensitive to individual family cultures and family structures.  I hope that I will successfully plan activities, discussions, and lessons that will make children and families from diverse backgrounds feel accepted, respected, and welcome.  It is my hope that through my interactions with children and their interactions with each other, they will learn to  appreciate and respect similarities and differences, as well as learn to recognize bias and stereotypes and speak up against unfair treatment.

Thank you to all of my colleagues for  sharing your personal and professional experiences, and for your responses to my blog and discussion postings.  I have enjoyed learning from, and working with all of you!  Thank you to Dr. Nanette Schonleber for the positive feedback you provided throughout this course.  It was very encouraging and extremely helpful!!  As I stated on a colleagues discussion post…though we are nearing the end of our course work for the Early Childhood Studies program, our anti-bias journey is far from over; we’ve only just begun!!! Best of luck to each of you with your capstone projects, and in your future endeavors!!

Impacts on Early Emotional Development

In an effort to learn more about the challenges that affect the emotional development of children living in other parts of the world, I accessed the UNICEF website and chose to explore the regional site of Eastern and Southern Africa.  I chose this area because I teach many children who have relatives that come from this region, and also because of Nelson Mandela who was very vocal in his belief that the rights of every child should be honored and respected, and that we must put children at the center of all we do and they must be the motivation for every decision that we make.

One of the challenges that children in this region of the world are confronting include Child Survival and Development, Child Nutrition, Malaria, Child Labor and Commercial Sexual Exploitation, and Aids.  The leading causes of death for young children in this region are pneumonia, preterm birth complications, diarrhea, complications during birth, and malaria (UNICEF, 2011).

In Eastern and Southern Africa, under-nutrition is very serious and is a major cause of death among children.  Severe acute malnutrition (SAM) is the most advanced stage of malnutrition and is the most threatening to children’s lives (UNICEF, 2011).

Malaria, a disease of poverty, is one of the biggest killers of young children in Eastern and Southern Africa.  It contributes to high levels of anemia in children and in pregnant women, as well as to low birth weights.  Malaria is one of the key underlying causes of infant mortality and affects children’s ability to grow healthy and reach their full potential (UNICEF, 2011).

The Eastern and Southern Africa region has the highest proportion of children that are involved in child labor in the world.  Child labor deprives children of their childhood, their potential, and their dignity.  Domestic work is the leading employment for girls under 16 years old.  Commercial sexual exploitation is one of the hazardous forms of child labor and is a threat to child protection in many countries in Eastern and South Africa (UNICEF, 2011).

Half of the world’s HIV population live in Eastern and Southern Africa.  It is also home to 55 percent of the world’s new HIV infections among children. Only 33 percent of children in need receive antiretroviral treatment.  HIV contributes to between 10 and 28 percent of all deaths among children under five years of age (UNICEF, 2011).

These experiences might have an effect on children’s emotional well-being and development because they cause toxic stress which can negatively impact children’s growth and physical health, as well as their cognitive development and positive interactions with caring adults and other children.

Children are our future and deserve to be loved, protected, respected, and valued.  The insights I have gained from exploring this website are significant.  They helped me to realize that adults, around the world, must do more to ensure the visibility of all children.  That we must help all children to feel safe, secure, and receive all of the love, schooling, and support that they need to grow up happy, healthy, and educated.  I realize that I must continue to be an advocate for children and their families, and that I must stand strong with others who are fighting to ensure the protection of children, and that their rights are honored and respected.

Reference

UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/index.html

The Sexualization of Early Childhood

Sexualization of children that are of the early childhood age is very prevalent in today’s world.  We live in such a sexualized environment, that children are constantly being exposed to situations that can negatively impact their healthy development and understanding of gender, sexuality, and relationships (Levin & Kilbourne, 2009).

Examples, from my personal and professional experience, that illustrate the exposure of young children to a highly sexualized environment include the music and rap they listen to, television programs they watch, and the games they play and/or sites they see on the internet.  The lyrics in some of the songs and rap that young children may hear are sexually explicit.  I have heard children sing these songs without really understanding what the lyrics mean and think it is okay because the adults or older relatives around them chuckle because they know the song.  Children are watching late night programming that is designed for adult viewing.  Recently at school, when the principal called fourth graders to the multipurpose room for an assembly after a teacher had intercepted a note a girl had written to another girl about leaving her “boyfriend” alone, she discussed this subject.  She asked students about television programs that they watched at home.  I was shocked to learn how many children watch “Scandal;” a program that comes on at 10:00 at night, and is definitely not for children.  Children are also watching music programs on television and on the internet that show half-dressed young women gyrating their hips and dancing suggestively, and doing a type of dance called twerking.  Some are even being exposed to pornography on television, as well as on the internet.

The implication that the exposures I talked about can have on children’s healthy development is that, as they get older, such exposures can negatively influence the way they feel they should behave, or the things they say in an attempt to get attention and be in a relationship.  I feel that to counteract the sexualized environment that children live in, families should find programs that they can watch and discuss with their children, monitor the programs children watch and what they are doing online, and even limit the amount of time they spend watching television and being on the internet.  Parents can also help young children choose music that is developmentally appropriate, and listen to family friendly broadcasting on the radio.

I had some awareness of the sexualization of early childhood, but studying the topic this week has shown me that this situation is more widespread than I had considered.  Many children are exposed to various mass media outlets and what they see and hear contributes to their sexualization.  Some children are exposed to sexualization by friends and relatives.  It is important that the adults in children’s lives talk to them and answer questions that they may have about what they see or hear.  Parents and/or family members should monitor what their children watch and listen to, as well as the time that is spent watching television, using the internet, and listening to the radio.

Reference

Levin, D. E., & Kilbourne, J. (2009). [Introduction] 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.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

Throughout my coursework in this Early Childhood Studies program I have learned that situations that have occurred in my personal life, regarding issues related to diversity, can have a positive or negative impact on the way I function in the workplace and interact with children and their families.  With the insights and strategies I have gleaned from this course and program, my hope is that I would be able to make all interactions with children and families positive regardless of what I may be experiencing, or may have experienced in my personal life.

An “ism” that I have experienced in the past is racism.  The consequences I might expect for the children and families with whom I work if I was still experiencing racism would be empathy, patience, and effective communication.  Even though I would be angry and hurt by actions or comments directed toward me because of my race,  acknowledging my feelings and not letting the personal attacks affect my self-esteem is extremely important.  In the course text, “Anti-Bias Education for Young Children and Ourselves,”  Carol Brunson Day explains, “we have to come to an understanding of self–and that how we see our own identity is related to how we see others” (Derman-Sparks & Edwards, 2010, p. 24).  With this in mind, I would encourage discussions, using persona dolls, that would allow me and the children in my class to discuss any racism that we feel we have experienced and how it made us feel.  I could also ask families to send in pictures of them with their child or children to post on bulletin boards or the wall and talk about how each family is different.  These activities and discussions, as well as providing books and other materials for the learning environment, would help me to effectively communicate with children and their families, as well as help children learn to accept and respect racial similarities and differences.

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

Photo Credit: Google

The communication I observed between an adult and child this week occurred when I was in Walmart.  I tried to inconspicuously observe a mother and young daughter in the toy section of the store.  The mother was talking to someone on her phone, using Bluetooth, as she was looking at the dolls on the isle.  The little girl was calling her mom and pointing to different dolls that she wanted.  The mother would tell her no and continue talking on the phone.  The little girl started crying, and the mother told whoever she was talking to on the phone to hold on then told the little girl, “I’m not buying any toys for you tonight now shut up that noise!” The little girl kept crying and the mother proceeded to talk to the person she had on the phone as she went down a different isle.  I did not follow.

My heart went out to the little girl.  The mother was engaged in her phone conversation and did not take the time to explain to her child why she was not going to buy her any of the toys she wanted.  Instead, she snapped at the child and continued talking on the phone which may have made the little girl feel unimportant and hurt her feelings even more.

In order to have made the communication more affirming and effective, the mother could have told the person she was talking to on the phone that she would call them back later.  She could have acknowledged and listened to her daughter then calmly told her that she liked the dolls she picked out, but that was not why they were looking at toys this time.  The mother could have then explained why they were there.  If they were there to pick out a doll or toy for someone else, she could have asked the little girl to help by suggesting what doll she thought the other child would like.

The communication I observed between the mother and daughter made me sad.  Even though cell phones are beneficial, I have seen adults with young children spend more time talking on their cell phone than they do communicating with their children.  What angers me is when the phone conversation becomes so important that the adults do not acknowledge their child’s wants or concerns.  My communication with children is much better than what I observed.  I strive to be accepting, respectful, and sensitive in my communication with children (Laureate Education, Inc., 2011).  The one thing that I am working on is to be a more effective and reflective listener.  I want my verbal as well as my nonverbal behavior to reflect that I am interested in what they are saying, and that I am willing to see and try to understand situations from their perspective.

Reference

Laureate Education, Inc. (Executive Producer). (2011). Communicating with young children. [Course media].

Creating Affirming Environments

Photo Credit: Google

For this blog assignment, I am opening my own Family Child Care Home and will describe what my setting will look like, what elements I will include, and the various ways I will strive to ensure that each child and family feels welcome and respected.

My Family Child Care Home, “Lynda’s Play House,” will serve 10 children between the ages of 2 and 5.  A dear friend of mine, who is Hispanic and also a retired Elementary School Teacher, will assist me in caring for the children in my home.  To make my home warm and welcoming to children and their families, I will have pictures and posters of families from different cultures on the wall.  As families enroll in my program, I will suggest that they bring in family artifacts and pictures that we can display.  An anti-bias environment is “culturally consistent for the children and families it currently serves (Derman-Sparks & Edwards, 2010, p. 43).  On the porch there will be a colorful welcome sign and mat with children and families on them.  In the foyer of my home, families will find a sign with children saying “hello” in several different languages, the daily schedule, breakfast and lunch menus, and the binder for them to sign in and out upon arrival and departure.  Positive communication and family involvement will be encouraged as it is important to children’s cognitive and social development (Weiss, Caspe, & Lopez, 2006).  Families will be provided with a curriculum every month so that they can see and contribute to the monthly themes (Laureate Education, Inc., 2011).  Through their involvement, families will develop the understanding that when children are involved in meaningful play they “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” (Ginsberg, 2007, p. 18).  In the study (the quiet center) there will be pictures of various forms of diversity, a sofa, rocking chair, large soft pillows on the floor, and books and puzzles representing families from many diverse backgrounds.  Derman-Sparks and Edwards (2010) explain that children need materials that reflect and honor diversity not only from their identity groups, but also from identity groups that are different from theirs.  This will help children, and families, to appreciate, respect, and value similarities and differences.  The large family room will have a dramatic play area with clothing and uniforms representing various careers, diverse foods, and dolls reflecting different racial and ethnic background.  The block area will have various kinds of block and block play people with diverse abilities.  The music center will have diverse child musical instruments and music representing different cultures.  In the art area, there will be construction paper, crayons, multi-colored paints and an easel, as well as playdough for children to express their creativity.  There will also be an area where children can display their artwork.

My rationale for the choices I made for my Family Child Care Home were inspired by the course anti-bias text, the media segment, and various child care homes that I worked in many years ago when I was fresh out of college.  I want children and families to be visual and feel respected and welcomed in my anti-bias Family Child Care Home.  “Relationships and interactions with children and families, as well as the visual and material environment, and the daily curriculum all come together to create the anti-bias learning community (Derman-Sparks & Edwards, 2010, p. 51).

References

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

Ginsberg, K. (2007). the importance of play in promoting healthy development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. Retrieved from http://www.aap.org/pressroom/playfinal.pdf

Laureate Education, Inc. (Executive Producer). (2011). Welcome to an anti-bias learning community [Course media].

Weiss, H., Caspe, M., & Lopez, M. (2006). Family involvement makes a difference. Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/family-involvement-in-early-childhood-education