Time Well Spent

The Time is NOW!!!!!!!!

I have enjoyed every moment spent and every ounce of sweat poured in to my studies as I have finally made it to the end of earning my Master’s DEGREE.

Thank you Dr. Dartt for your unwavering support and loyalty as you have challenged me to do my best work. The long nights, silent tears, and even frustration have caused me to appreciate staying the course. You promised that there would be a payoff – and indeed this moment in time is worth it. I cannot thank you ENOUGH! 

1. I have learned from this course how to remain stable in the midst of adversity and change. (Cultural diversity was a real eye-opener for me).
2. Self awareness (in relation to personal biases, communication, and how to deal w/ others, and compassion) in and out of the classroom – taught me that humans have human tendencies and that in the midst of that – to treat all people with dignity and respect. (I am no better than any body else and I have the power to transform the lives of others and it will never happen if I see my students and their families beneath me).
3. Service is a huge part of the ECE profession – it is All about the children and developing them into their best selves utilizing the tools and best practices we learned about. (I am a servant at all times recognizing that whatever needs to be done in order to serve the student and families ~ no feat is too small or big! My job is to serve and protect to the best of my ability).

My long-term goal is to work toward a Doctorate Degree!! 

One of my favorite quotes by Dr. Martin Luther King:

Thank you Dr. Dartt for your instructional support and extreme professionalism throughout this program. Your impact in my life has been phenominal!!!!

Dear Colleagues,

WE DID IT!!!!!!!!!!!!!!!! Thank you for your encouraging words and insightful feedback – I consider you all professional friends of mine (lol)!! I look forward to your impact and contributions in the field of ECE. You are an amazing bunch!!! Take care and I look forward to seeing you at graduation… 

 

 

 

Working Abroad in the ECE Field

A world where Education abounds!

The time has come for me to start thinking of the endless possibilities I will have as a Graduate Student in Early Childhood Education. My children have all grown up and my husband is deceased which leaves me in a position to consider international work. I never imagined this being an opportune time for me to search out work out of country. The thought is both exhilarating and scary.

I enjoy working with children and even being a voice for them when I need to be. With this in mind I have three organizations of interest as it relates to the profession and my interests. They are as follows: 1. United Nations Educational, Scientific and Cultural Organization 2. Family Health International and 3. International Step by Step Association.

The thought of working in Paris where the United Nations Educational, Scientific, and Cultural Organization is headquartered really sparked my interest. I would not mind working in their education department. This would be my first choice in selecting a career internationally.

Professional staff

UNESCO has two categories of Professionals:

• International Professional staff are hired internationally and work in expert and/or managerial roles that require a significant level of technical expertise. Professional staff are expected to work across the globe.

• National Professional Officers are nationals of the country in which they serve and perform functions of a professional nature requiring local knowledge, expertise and experience.

Who we are looking for?

We are looking for competent, dynamic and flexible professionals with strong personal integrity, who are fair, impartial and respectful of cultural diversity. In addition, they must be able to think creatively, be proactive and responsive.

UNESCO employs professionals in :

• Education

UNESCO works to improve education worldwide believing it to be key to social and economic development.

The Education Sector aims to help build a sustainable world with just societies that value knowledge, promote peace, celebrate diversity and defend human rights, achieved by providing Education for All (EFA). It aims to foster partnerships to strengthen countries’ capacity to offer quality education for all. The Education Sector monitors progress by publishing an annual Global Monitoring Report tracking the international community’s progress towards the six “Education For All” goals.

My second choice of job selection would be to work for Family Health International. I like the idea of servicing multiple communities within different countries.

• E-Teacher Scholarship Program: At least 1,800 teachers will be provided with the opportunity to participate in global online and regional on-demand courses in the discipline of Teaching English to Speakers of Other Languages (TESOL).

This type of job would allow me the freedom to work from home while still making international impact. The requirements are that you are a qualified degreed teacher with English fluency.

My third selection in job selection would be to work for International Step by Step Association.

Although, there are no current vacancies listed. I really appreciate what the organization stands for and I would become a member of their organization in a heartbeat.

ISSA is a vibrant network that connects professionals and non-profit organizations working in the field of early childhood development. Established in the Netherlands in 1999, ISSA’s community today stretches across the globe with members from close to 40 countries primarily located in Europe and Central Asia. Building upon the Step by Step Program initiated by the Open Society Foundations in 1994, ISSA aims to ensure equal access to quality care and education for all young children from birth to 10 years old. This mission is implemented through three main pillars of action: equal access for all children; promoting high-quality and professionalism in early years services and empowering parents and communities to be part of children’s development and learning.

ISSA is open to all organizations and individuals who want to join our efforts to:

• Nurture professionalism in the education and care services from birth through primary school, building capacities and using comprehensive resources.
• Promote social justice and respect for diversity in early years services and in society in general through transformative trainings and inspiring resources.
• Encourage and support the involvement of families and communities in decision making processes about young children.
• Build a strong network of practitioners working with and for young Romani children and their families.
• Advocate for inclusive Early Childhood systems and critical issues related to access, equity and quality.

References

http://www.unesco.org/careers/professional

http://www.fhi360.org

http://www.issa.nl/node/35

Jobs/Roles in the ECE Community

 

Professional development is a constant for educational professionals. At some point you think you have arrived in the profession until you are hit with standard updates, curriculum reviews, new credentials , and system improvement processes. The point is you never arrive as an Early Childhood Professional. Just imagined if there were no changes in the education profession since the early 1800’s – that would prove to be tragic.

As I thought about organizations I would one day like to become a member of – three came to mind. (1.) National Association for the Education of Young Children (2.) National Childcare Association and (3.) Zero to Three.

NAEYC is dedicated to promoting high quality learning for all children from birth trough age eight by connecting practice, policy, and research as part of their mission (http://www.naeyc.org).

One job opportunity I noted was for a Director position. The position requirements demand a Master’s Degree, staff and curriculum development, leadership/training, and certification credentials.

The National Childcare Association supports policies that are beneficial to children and are composed of early childhood professionals and childcare advocates (http://www.nccanet.org).

There were no career opportunities listed on the website.

Zero to Three is an organization is dedicated to ensure that all babies and toddlers have a strong start in life (http://zerotothree.org).

I agree with their mission wholeheartedly. Children need a solid foundation to build upon. The early years are most critical to a child’s learning and development.

One of the open vacancies I located on the website is for a Senior Policy Analyst. The position requirements include having  a Graduate Degree, critical thinking skills, and be in good physical condition.

The three organizations I selected are nationally and federally recognized. Children are at the center of the issue concentrating a child’s healthy first start. It takes well-educated and dedicated educational professionals to ensure that all children develop fully and equally.

References

National Association for the Education of Young Children.(n.d.) Retrieved March 26, 2016 from http://www.naeyc.org

National Child Care Association. (n.d.) Retrieved March 26, 2016 from http://www.nccanet.org

Zero to Three: National Center for Infants, Toddlers, and Families. (2014).Retrieved from http://www.zerotothree.org/

Exploring Roles in the ECE Community

The mission to empower and develop children to their full potential.

Working with young children is a delight as an early childhood teacher. The thought of developing children to their full potential is personally rewarding as well as professinally as well. I am very thankful for local and state organizations that are in existence today! These agencies are beneficial in making the most of the early childhood profession as well as serve as a rich resource for teacher training and development.

I chose the three agencies that best represent my view of the early childhood profession. Educational infrastructure is very important in planning and teaching in the field. The three choice agencies I would enjoy working with are the Texas Education Agency, Children’s Learning Initiative, and Texas Head Start. My selection of these three organizations was based on their mission as it relates to the early childhood sector.

Texas Education Agency is a vast resource for educators who are seeking to advance in other areas of education as well as provide up-to date information about changes affecting the field. I would eventually want to become a Consultant in the field and this agency offers instruction in this area. There are no current consulting positions available but there are several openings for System Analysts.

The Manager of the Project Management Office (PMO) business analyst team is responsible for actively leading and assisting in the management of all aspects of the business analysis and requirements gathering processes for PMO applications, including performing business and computer analysis work.  Reports to the Assistant Director of Business Management in ITS/SEDS.   Performs highly advanced and/or managerial computer systems analysis work.  Will perform three major job functions: 1) elicit, analyze, validate, specify, verify, and manage the real needs of the project stakeholders, including customers and end users; 2)  serve as the conduit between the customer community and the software development team through which requirements flow; 3) lead a team of business analysts in the PMO.  Work involves planning, budgeting, analyzing and developing user requirements, procedures, and solutions to automate processing or to improve existing systems. Plan, assign, and/or supervise the work of business analysts and technical writers.  Develops policies and procedures for work to be performed. 

Education: Graduation from an accredited four year college or university with major course work in computer science, management information systems, business administration or a related field. (www.agency.governmentjobs.com).

Texas Head Start is a supporter of early childhood initiatives that help in developing children from low income families. The young learner is at the core of this program and promotes programs statewide that involve educating children prior to enrolling in primary school. I would like to consult with partnering communities on the Head Start initiative but there are currently no employment opportunities. The educational requirenents are the same as the above for the TEA agency. (http://www. childrenslearninginstitute.org).

Children’s Learning Initiative is an agency that is geared toward helping early learners become literate through reading and literacy programs offered in schools. I am interested in all areas of education and reading and literacy is a passion I share in developing young learners. If I were seeking employment with this agency I would highly consider becoming a Director of Professional Development and Literacy Program. See the below requirements for the listed position.

Director of Professional Development and Literacy Program

Children’s Literacy Initiative (CLI), an established and respected national early literacy nonprofit, is expanding its services to Houston. This expansion is backed by funding from the prestigious I3 (Investing in Innovation) Education Federal … What qualities make a successful CLI Regional Manager? You are an early literacy expert: You are well versed in early literacy pedagogy, hold relevant advanced degrees and have at least 10 years teaching in a Kindergarten through Grade 3 classroom. You are a proven leader: You have successfully coached teachers in early literacy and can train CLI’s Houston’s Professional Development team to do so effectively. You have supervised staff and facilitated large scale professional development workshops. You are able to effectively manage change for both internal and external CLI partners. You are a believer: You know that early literacy is essential for later success and that the best way to help students is to support the teachers that have devoted their careers to childhood achievement. You have high expectations for students and are certain that all teachers have the ability to grow and improve. You are a relationship builder: You understand Houston’s urban school districts and its ELL student population and can work effectively with school district leadership to ensure literacy program success. You can expand CLI’s reach to neighboring school districts through business development.

 I have aspirations of transitioning from the classroom to consulting and coaching. I would so love to work for any of three agencies//organizations listed. They are loaded with information in order for educators to become master experts in the field. 

Refernces

Children’s Literacy Initiative  retrieved from http://cli.catsone.com

Texas Education Agency retrieved from http://agency.governmentjobs.com/

Head Start retrieved from https://www.childrenslearninginstitute.org/programs/

Reflecting on Learning

    My most passionate hope for the early childhood profession and the children and their families that I have the opportunity will serve will be to impart knowledge, teach and live anti-bias curriculum, and advocate for children of injustice. It is my deepest desire to connect with the children and their families and build a lasting bond that will over time produce a generation of compassionate workers and leaders in society.

All things to consider when implementing a plan!

“The more families become part of a program of anti-bias education, the more their children are likely to develop anti-bias identity, knowledge, empathy, and skills” (Derman-Sparks & Edwards, 2010, p 39).

 

A big Thank You to my professor and colleagues for your support, constructive advice, and words of encouragement. You all exhibit such profound wisdom and professionalism. I am really at a loss for words as we have journeyed through this program and learned so much. I have no doubt that you all will become and are amazing early childhood educators!

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

 

Children in Syria

I am often amazed to hear stories of third-world countries where the children are starving to death. It amazes me because in America we have more than we need to survive. I guess it is rational for me to wonder how America is so blessed and countries like Syria are suffering severely even the innocent children. My emotions cry out for the children because they have zero to little chance of surviving.

With Syria’s war well into its third year, the number of Syrian children forced to flee their homeland as refugees has now reached one million.

“This one millionth child refugee is not just another number,” said UNICEF Executive Director Anthony Lake. “This is a real child ripped from home, maybe even from a family, facing horrors we can only begin to comprehend.”

“We must all share the shame,” said Lake, “because while we work to alleviate the suffering of those affected by this crisis, the global community has failed in its responsibility to this child. We should stop and ask ourselves how, in all conscience, we can continue to fail the children of Syria.”

“What is at stake is nothing less than the survival and wellbeing of a generation of innocents,” said UNHCR High Commissioner António Guterres. “The youth of Syria are losing their homes, their family members and their futures. Even after they have crossed a border to safety, they are traumatized, depressed and in need of a reason for hope.”

Children make up half of all refugees from the Syria conflict, according to the two agencies. Most have arrived in Lebanon, Jordan, Turkey, Iraq and Egypt. Increasingly, Syrians are fleeing to North Africa and Europe.

Latest figures show that more than 740,000 Syrian child refugees are under the age of 11 (Unicef, 2013).

I am choosing to focus on Syria in my blog because the children in this region of the world is suffering hunger, seperation, and failure to thrive due to starvation. Even with the help of missions – it is still not enough aid to prevent children and adults from starvation. The war in Syria has caused major destruction.

“Exposure to long-term violence can inflict considerable damage on a child’s mental health and psychological development, according to Dr. Rona M. Fields, former president of the D.C. Psychological Association and a licensed clinical psychologist who specializes in studying children affected by violence and war.

“In children in Syria, they can’t count on parents protecting them, even when they try to, because the parents are killed in front of their eyes. And they don’t have protection from other institutions, because those are falling apart,” Fields told FoxNews.com.

With displacement also comes the disruption of schooling, which can inflict further emotional damage, since schools are typically safe place for many children.

In addition to education, Fields said there are several other components necessary for a child’s healthy psychological development, including a sense of self-esteem, exposure to compassion and a feeling that they belong to a community.

“These are all the basic kinds of needs that children have in order to grow up feeling capable of dealing with anything that comes along,” Fields said.

Without the presence of these factors in their lives, children are often unable to cope with their feelings of grief.  According to Fields, this emotional confusion often gets expressed as anger, which subsequently fuels trends of transgenerational violence within communities” (Fields, 2013).

As I reflect on less severe situations I have had to tackle as it relates to hunger and separation – my heart goes out to the children. Children have a hard time focusing on learning when they are hungry and when they have been separated from their families. “We must also help children appreciate their family and culture no matter where they come from” (Derman-Sparks & Edwards, 2010). I support the UNICEF by donating whatever I can to help children in Syria and other regions of the world. I am an educator who cares about the wellbeing of all children world and nationwide. My heart feels the pain and I am motivated and inspired to do whatever I can to support children in situations they have no control over.

References:

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

UNICEF. (n.d.). http://www.unicef.org/infobycounty/

Woerer, A., & Grush, L. (2013). Woe The Invisible Scars of War: Hoe the Syrian Crisis Affects Refugee Children

 

 

 

 

 

 

 

The Sexualization of Early Childhood

     The sexualization of early childhood can have a negative impact on a child’s mental health, physical image, and self esteem. Images shown in the media often dictate to society  (children included) what is pretty, sexy, appealing, and accepted as the norm. My reaction to media influence on young learners is negative. The pressure of living up to media standards is too much pressure for children to handle. Their little minds are so impressionable. Parents along with educators must teach their children and students about self image and develop healthy mindsets relating to what they see in the media. “As parents, you are powerful too. You can teach girls to value themselves for who they are rather than how they look. You can teach boys to value girls as friends, sisters, and girlfriends rather than as sexual objects. And you can advocate for change with manufacturers and media producers” (www.apa.org).

           “There are many examples of the sexualization of girls and girlhood in U.S. culture.Toy manufacturers produce dolls wearing black leather miniskirts, feather boas, and thigh-high boots and market them to 8- to 12- year-old girls (LaFerla, 2003). Clothing stores sell thongs sized for 7– to 10-year-old girls (R. Brooks, 2006; Cook & Kaiser, 2004), some printed with slogans such as “eye candy” or “wink wink” (Cook & Kaiser, 2004; Haynes, 2005; Levy, 2005a; Merskin, 2004); other thongs sized for women and late adolescent girls are imprinted with characters from Dr. Seuss and the Muppets (e.g., see http://www.princesscassie.com/ children/cat.shtml) (Levy, 2005a; Pollett & Hurwitz, 2004). In the world of child beauty pageants, 5-year-old girls wear fake teeth, hair extensions,and makeup and are encouraged to “flirt” onstage by batting their long, false eyelashes (Cookson, 2001). On prime-time television, girls can watch fashion shows in which models made to resemble little girls wear sexy lingerie (e.g., the CBS broadcast of Victoria’s Secret Fashion Show on December 6, 2005). Journalists, child advocacy organizations, parents,and psychologists have become alarmed,arguing that the sexualization of girls is a broad and increasing problem and is harmful to girls” (Bloom, 2004;“Buying Into Sexy,” 2005; Dalton, 2005; Lamb & Brown, 2006; Levin, 2005; Levy, 2005a; Linn, 2004; Pollet & Hurwitz, 2004; Schor, 2004).            

     Three examples I have seen in my classroom involve some parents dressing their daughters in apparel that is not (in my opinion) age appropriate. Another example include a young boy (student) calling female students “girly birds” which means they are cute. There is also a young girl in my class who thinks she is overweight and she is underweight if you ask me – but she tells me that her older sister tells her she can’t eat too much candy or she will be fat and ugly. 

 

     My awareness of the issue challenges me to educate my young learners about what they see on media platforms is not the norm. The persona doll has really been instrumental in helping me discuss real life issues in a light the children can understand. The children can relate  to the dolls and they are challenged to think amd respond to the issue being presented. “With the Doll sitting on the story-teller’s lap and in her/his everyday speaking voice the Doll is introduced to the children. The story-teller and the children have a conversation about what has happened to the Doll, how she/he is feeling and, when necessary, what can be done to help her/him sort out problems. In the process children become decision makers and problem-solvers, a role that helps boost reasoning, reflection, self-esteem and confidence. Through their identification with the Dolls they are helped to see the injustice of the situations the stories describe and are motivated to think of solutions to the problems the Dolls ‘tell’ them about. Empathising with the Dolls encourage children to stand up for themselves and others when encountering unfairness. It is important that stories about happy events and situations as well as discriminatory, unhappy ones are told. Children are concerned about the Dolls and eager to help them especially when the stories highlight situations or experiences that they consider are unfair” (http://www.persona-doll-training.org).

References

Persona Doll Training 2012 retrieved from http://www.persona-doll-training.org/ukcases.html

The sexualization of Girls http://www.apa.org/pi/women/programs/girls/what-parents-can-do.pdf

See Jane/Improving Gender Portrayals in Children’s Media http://www.thegeenadavisinstitute.org/

 

Observing Communication

 

It is a gracious wonder to watch the communication between a child and an adult. I attend a home bible study where there is a young mother and father who are the parents of three small children – ranging in age from 2 to 7 years old. The seven year old is very articulate and communicates effectively with both of her parents. The five year old is an effective communicator but today her communication involved continual whining. The two year old is selective in her communication where sometimes she says what she wants and at other times uses facial gestures to specify what it is she wants. Nevertheless, it’s communication. 

     During my observation I noticed that the children communicate differently with their parents in the presence of other adults. They tend to stay close to their parents and sometimes talk using a very confident tone indicating that they are safe and able to make their petition known. The children’s mother had prepared dinner prior to bible study and the aroma of the food was very pleasant. The mother asked the girls if they were hungry – the seven year old stated “yes” matter of factly, the five year old responded in a whiny voice, and the two year old shook her head – yes. The girl’s body language was a mode of communication as well because they went straight to the dinner table and began saying their grace. Their mother responded to their hunger by explaining to them what they were having for dinner as well as involving them in two-sided conversation about how much food they each wanted. “By giving children full attention to understand and know what they really need at every point in time and by speaking directly to a baby”(Kovach, B., & Da Ros-Voseles, D. p. 49, 2011).

     The mother in this observation did an excellent and effective job in communicating with her children. Although one whined the whole way through dinner and bible study – the mother made it very clear what her expectations were and how she would not respond to her five year old while whining. The little girl stopped crying when her mother refused to answer her about anything severing the verbal communication and initiating communication by way of body language (giving her the eye, turning her head, and ignoring her while she cried). I think effective communication in the adult/child interaction when the child understands his/her place as the child and recognizes the authority of the adult. 

    I pride myself on being a good listener and I take note of every detail mentioned in personal conversation especially with children. Children enjoy knowing that they are being heard and they can identify when you are “half-listening” to them. Sometimes if I am engaging with young children and they start talking about ghosts invaders and their magic pillow – I look a certain way and the child will ask if I believe whatever it is they are telling me at the time. I have to work on my facial gestures and hold a poker face in order to keep their imaginative juices flowing! They may be our future movie producers and book writers ~ they tend to be very creative in their thinking. I enjoy working with the children and even talking with them.

References:

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50

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

 

Creating An Affirming Environment

My Visual & Material Environment

My vision for anti-bias in my home care facility would envision very bright colors mixed with primary colors such as blue, red, and green. This allows the child to become excited about their learning environment and sparks their sense of discovery.

“An anti-bias environment is also culturally consistent for the children and families it currently serves” (Denman-Sparks & Edwards, 2010, p. 43). I would collect personal pictures of each of my students and hang them on the family section of the wall. This would allow each child and family to develop a sense of belonging and make them feel welcomes as a part of the learning family. I would also post our schedule and goals as a visual on the opposite wall in order that families might know what the aim of our learning environment is.

 

 

 

 

 

 

 

 

The Name of the home care learning center speaks volumes!  Adriana’s home care facility was named “Casa De Aprendizjae” which means “A Place of Learning.” I would select a name in accordance with what our learning center is all about….

 

Books speak to the imagination of children! 

According to Denman- Sparks & Edwards, 2010, p. 45  Books can be made by the children using images from home and school to make small, personalized books that can prove to be invaluable. I would house a wooden bookshelf in my home for all of the books bought and made to ensure every child has access to our book collection.

 

Dolls add a sense of realness to the learning experience and children are fascinated by them. They are represented by every culture imaginable and are good teaching tools regarding anti-bias education.

I was particularly inspired by Adriana’s nap room. The nap room is a place in Adriana’s home where children are welcomed to calm down and relax if they are emotionally upset or just having a bad day. ADRIANA CASTILLO: states “So this room, it’s a nap room. So you’ll say it’s the place where I invite the child when he’s having a hard time. I set up this room to feel comfortable, to continue to express their emotion. Most of the time children cry a lot, and I start listening to them for the time that they can express their feeling. I do not stop the crying, I just stay with the child while he expressing or she expressing their feelings. So I provide these pillows, because sometimes when they start to just be calm. So I invite to them, OK listen are you start throwing the pillow to them and like playing, inviting to play and to feel more comfortable.” I would definitely incorporate a nap room in my home where children could go relax and have a sense that everything will be okay.

 

Ultimately, I would like for the parent and child to feel a sense of tranquility and ease as they are dependent upon the home care center to teach, train, and delvelop their children into thriving members of society. The facility should be welcoming to all students and their families and support a team work initiative where we all benefit. “Comprehensive approaches that integrate families as valuable and indespensable partners in the learning community are part of early childhood education’s professional vision and responsibility” (Denamna-Sparks & Edwards, 2010, p. 36).

References:

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

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).