Time Well Spent

“Education is the most powerful weapon which you can use to change the world.” 
― Nelson Mandela

“Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilised by education: they grow there, firm as weeds among stones.” 

― Charlotte Brontë, Jane Eyre

“Optimism is the faith that leads to achievement; nothing can be done without hope and confidence.”

– Helen Keller

Wow! What an amazing journey this has been! A year and a half ago I never thought I would see this day. The knowledge I have gained throughout this journey has been instrumental in my current teaching practices as well as in my future hopes and visions. Reflecting on my own culture, history, and family has been an important part of my journey. As I begin to implement an anti-bias education in my own classroom, reflecting on me as an individual has been integral to the process. I have uncovered biases I didn’t realize I had and began listening with an open mind and an open heart. I see culture as way to explore and appreciate the differences in one another. I see diversity, not as a challenge, but as a celebration of the unique differences in our nation’s citizens. “The heart of anti-bias work is a vision of a world in which all children are able to blossom, and each child’s particular abilities and gifts are able to flourish” (Derman-Sparks & Olsen Edwards, 2010, p. 2). As I begin to implement an anti-bias curriculum in my own classroom, I feel confident that I have the tools needed to effectively explore differences and similarities within the classroom and outside of the classroom as well.

“When we force children to foreclose on the stage of initiative, and then prematurely push them into the stage of industry, we may indeed succeed in getting some children to read, write, and complete math equations precociously. But we may also be creating a cohort of children who lack spontaneity, creativity, and a love of learning” (Pelo, 2008, p. 62). As a kindergarten teacher I see first hand the detrimental effects that an increasingly rigorous academic curriculum has on our nation's children. Play is integral to the healthy development of our young. As an early childhood professional I am working towards the juxtaposition of play and academics in the classroom. I understand now, with greater depth, the importance of play in early childhood.

With skills that I gained throughout my Master's courses I now have the confidence and know how to advocate for young children. I have gained knowledge that will help me in a future role as a leader in the early childhood field. I have also gained the communication skills needed to positively interact with colleagues, families, and children. With these skills in mind I hope to continue to advocate for play and the well-being of young children throughout our nation. Locally, I hope to increase awareness for the importance and availability of early childhood education. The knowledge and tools I have gained throughout my journey will ultimately aide in my success as a future advocate in the field of early childhood.

I want to thank Dr. Teri for a challenging, but rewarding experience in my Capstone Course at Walden University. I want to thank my colleagues for the positive feedback, encouragement, and their ability to challenge ideas. I have grown as an individual due to knowledge I have gleaned throughout this journey and from the knowledge I have gained through my colleagues and instructors. I wish you all the best in your future endeavors!

A Wordle that Portrays Important Concepts of my Journey:

http://www.wordle.net/show/wrdl/6626287/Early_Childhood_Journey 

References

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

Pelo, A. (2008). Rethinking early childhood education. Milwaukee, WI: Rethinking Schools, Ltd..

 

Jobs/Roles in the ECE Community: Internationally

          Three international organizations that appealed to my passion for early childhood education are Save the Children, Organization for Economic Co-operation and Development, and the United Nations Education, Scientific, and Cultural Organization (UNESCO). These three early childhood organizations appealed to my work as an early childhood educator because of their initiative to improve the quality of life and development of young children. As international organizations, these organizations look to improve the lives of young children as well as their families on a global level.

I chose to explore the organization Save the Children because it is recognized for their commitment to accountability, innovation and collaboration, their work takes them into the heart of communities, where they help children and families help themselves. My challenge, to increase awareness of the importance of early childhood education, coincides with the mission of Save the Children at a more local level. However, it is interesting to see the change and impact that is being made on a global level in order to positively impact the lives of children and their families.

I chose to explore the Organization for Economic Co-operation and Development in order to understand the economic policies that affect the programs that help aide in the well-being around the world. Even though I would need to gain quite a bit of experience and education in order to work for the Organization for Economic Co-operation and Development, economics plays an integral part in the development of quality early education programs. Their policies are designed to make the lives of ordinary people better, this coincides with my plan to increase enrollment in local early childhood programs.

The United Nations Education, Scientific, and Cultural Organization (UNESCO) appealed to my interest as an early childhood educator because of its vision to Mobilize education: so that every child, boy or girl, has access to quality education as a fundamental human right and as a prerequisite for human development. This organization directly coincides with my challenge. UNESCO exists to bring creative intelligence to life; for it is in the minds of men and women that the defenses of peace and the conditions for sustainable development must be built in order to positively impact the quality of life of young children.

The following links are the websites for the four organizations previously discussed:

http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html

http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/

The job opportunities that exist within these organizations that are of interest to me are as follows:

• Save the Children Coordinator, Early Steps to School Success (ESSS)

• The skills and experience needed to competently fulfill this role:
  • AA degree in Early Childhood preferred or related field with 2-3 years related experience
  • Experience and training working in a home visiting, infant/toddler early childhood/parenting education program preferred
  • Experience working with pregnant women, children ages birth to five, and families in rural areas a plus
  • Experience leading parent groups a plus
  • Experience with timely reporting and maintaining accurate records on program activities
  • Experience in collaborating with early childhood programs in the community a plus
• Organization for Economic Co-operation and Development Media Relations Officer
  • The skills and experience needed to competently fulfill this role:

• A strategic sense, especially concerning the role of the Organisation in a changing world.
• Excellent understanding of recent online and social media developments
• Sound knowledge of and experience with the major media, both written and audio-visual, and an established network of relationships with them.
• Awareness of and familiarity with new communications technologies.
• Proven capacity to synthesize complex economic information, and to make it accessible to a wide range of non-specialist audiences.
• Proven negotiation and communication skills in contacts both with internal and external partners. Sense of diplomacy and tact.
• Proven capacity to work and co-operate effectively in a multicultural team.
• Excellent drafting skills over different media platforms.
• Demonstrated ability to supervise, assume responsibility, organise projects and co-ordinate varied activities under strict time constraints. Flexibility and proven ability to work under pressure.
  Academic Background
• Advanced university degree in relevant areas such as economics, history, literature, journalism, political or social science.
  Professional Background
• At least three to seven years' experience working in an international media organisation or in a publication relation/public affairs environment, preferably with exposure to economic reporting.
• Excellent understanding of the main areas of the Organisation’s work.
  Languages
• An excellent command of one of the two official languages of the OECD (English and French) and working knowledge of, or willingness to learn, the other. Knowledge of other languages would be an asset.

• United Nations Education, Scientific, and Cultural Organization (UNESCO) Education Programme Coordinator (Based in Yangon, Myanmar)
  • The skills and experience needed to competently fulfill this role:
    Education
    • Advanced university degree (Masters Degree or equivalent) in education, social sciences or related field.
      Work Experience
    • At least 7 years of relevant work experience in Education at national and international level, including development work in the field.
    • Experience in planning, implementing and managing programmes and/or projects in the field of education.
      Skills/Competencies
    • Excellent organization and planning skills.
    • Ability to participate effectively in high-level negotiations with internal and external stakeholders.
    • Good fund raising and resources mobilisation skills.
    • Proven ability to lead, manage and motivate staff and teams and to maintain effective working relationships in a multicultural environment.
    • Good communication and drafting skills.
    • Good knowledge of standard office software (word processing, spreadsheets, etc.).
      Languages
    • Excellent/very good knowledge of English.
      Work Experience
    • Experience within a developing country in the management and implementation of education programmes.
      Skills/Competencies
    • Familiarity with the work and general functioning of international organizations and/or the UN system.
    • Knowledge of development issues.
      Languages
    • Good/Fair knowledge of French and/or Myanmar/Burmese language.

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

          Three national organizations that appealed to my passion for early childhood education are Zero to Three, HighScope, and the Erikson Institute.  These three early childhood organizations appealed to my work as an early childhood educator because of their initiative to improve the quality of life and development of young children.  Each organization also coincides with my capstone challenge.  My challenge is to increase awareness for the importance of quality early childhood care and education.    

I chose to explore the nonprofit organization Zero to Three because its mission, to support the health and development of infants and toddlers, coincides with my capstone challenge.  I am looking for ways to become an advocate in the community for early, high-quality child care and education.  The organization, Zero to Three, supports, informs, and trains, early childhood professionals, policymakers as well as parents on the importance of positive learning experiences at a young age. 

I chose to explore HighScope first as a parent and second as an early childhood educator.  I was interested in learning about HighScope because of all the wonderful qualities I have heard that are encompassed in the HighScope curriculum.  My son also attends a preschool that utilizes HighScope, his progress both socially and academically has been extremely beneficial to his well being.  I was also interested in reading about the research related to HighScope in the interest of both my son’s education and my intrigue as a professional.

The Erikson Institute appealed to my interest as an early childhood educator because of its mission to prepare child development and family service professionals for leadership to improve life for children and their families.  This institute also coincides with my challenge.  The Erikson Institute engages in research that directly responds to young children and the people who serve them.  Their community initiative to partner with schools and social services was also of interest to me.      

The following links are the websites for the four organizations previously discussed:

http://www.zerotothree.org/

http://www.highscope.org/

http://www.erikson.edu/

The job opportunities that exist within these organizations that are of interest to me are as follows:

• Zero to Three Policy Analyst

• The skills and experience needed to competently fulfill this role:
• Knowledge of state early childhood systems, policy issues, and programs.
• Knowledge and experience in one or more of the following areas: early care and

education, family support, infant mental health, or early intervention.

• Strong preference for experience working at the county and state level in a policy position
• Minimum of five years relevant work experience.
• Excellent oral and written communication skills.
• Strong organizational skills and the ability to manage multiple responsibilities

effectively.

• Familiarity with California early childhood issues.
• Ability to be self-directed in accomplishing work responsibilities;
• Strong interpersonal skills.
• Ability to travel, including occasional overnight stays.
• Essential Qualities
• Encourages and practices critical thinking
• Is self-reflective and empathic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Collaboratively and creatively supports the work efforts of colleagues at all levels and in all areas of the organization
• HighScope Project Director
• The skills and experience needed to competently fulfill this role:

Minimum Qualifications:

• Bachelor's degree with a major in early childhood education, social work or a related field. Master's degree in a social science, community service, early childhood education, business or public administration preferred.
• Four years of administrative experience in an early childhood setting required.
• Demonstrated knowledge of the Head Start/Early Head Start program model, regulations and standards as well as early child development, teaching strategies and the critical contributing components of a high quality learning environment for pre-school children required.
• Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
• Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
• Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• To perform this job successfully, an individual should have knowledge of Spreadsheet software and Word Processing software.

• Erikson Institute: Early Childhood Developmental Screener
• The skills and experience needed to competently fulfill this role:
• The Early Childhood Developmental Screener will conduct screenings of young children birth to age three with their foster parents using tools such as the Denver II, Ages and Stages Questionnaire (ASQ) and Ages and Stages Questionnaire: Socio-Emotional (ASQ:SE). In addition to administering standardized instruments, conducting clinical interviews with caregivers and observing the parent-child interactions will also be critical elements of the process. The responsibilities of the screener will range from doing assessments, making referrals to Early Intervention or other necessary systems, translating documents to Spanish and training and consulting with caseworkers and foster parents on early development and infant mental health issues. The candidate will also be responsible for attending trainings offered by the program, weekly supervision, and bi-monthly case presentations.

Exploring Roles in the ECE Community: Local and State Levels

 Three local or state organizations that appealed to my interest of creating awareness of affordable early childhood education are Communities in Schools (CIS), The Lift Up Through Literacy Program, The Great Start Readiness Program, and Kalamazoo County Ready 4s. These four organizations are in support of affordable quality early childhood education. I chose these four organizations because each organization could potentially provide knowledge, support, as well as encouragement of my journey to make affordable high-quality early childhood education to all. As I grow as an anti-bias educator and continue to advocate for the rights of children I am looking to expand my knowledge base outside of the school system. Winer and Ray (1994) “view collaboration through the metaphor of a journey, that is, a destination toward which travelers move together on a road they build” (p. 26). These organizations share a common vision, to provide young children with the skills necessary to be successful in both school and life. These organizations could be the travelers that may aide in my journey to the destination.

The following links are the websites for the four organizations previously discussed:

http://www.communitiesinschools.org/

Local Website: http://www.kcis.us/

http://www.kcready4s.org/

http://michigan.gov/mde/0,4615,7-140-63533_50451---,00.html

http://www.kalamazoopublicschools.com/news/linden-grove-middle-school/2012-01/new-lift-through-literacy-program-begins-january

The job opportunities that exist within these organizations that are of interest to me are as follows:

• Great Start Readiness Program Preschool Teacher
  • The skills and experience needed to competently fulfill each of this role:
    • A Bachelor’s degree or higher, from an accredited institution, in child development, Elementary Education or related field.
    • At least one year of teaching experience is strongly preferred.
    • Physical and mental stamina; including repeated lifting (30 lbs or more), ability to move quickly from sitting on the floor to standing position repeatedly, and the ability to run if needed.
    • Knowledge of teaching and activity methods used with infant, toddler, preschool or early elementary school-age children and principles of child development, the behavior of young children, positive discipline and redirection techniques.
    • Knowledge of materials and equipment used in group settings of young children.
    • A philosophy of early childhood education that is compatible with the center’s.
    • Ability to establish warm supportive relationships with the children, recognize illness symptoms, accept and profit from supervision and constructive criticism, develop and maintain working relationships with parents and staff, and thrive in a team-oriented environment.
    • Experience with planning lessons and activities that support an emergent learning environment.
    • Basic computer skills including ability to access the internet for research, send and receive emails, and experience using Microsoft Office to create documents.
    • Ability to lead and supervise support staff members.

• KC Ready 4s: Montessori EC Teacher
  • The skills and experience needed to competently fulfill each of this role:

Minimum Qualifications:

• 1. BS or BA degree
• 2. Valid Michigan elementary teaching certificate
• 3. American Montessori Society EC credential
• 4. Possess technology skills

Preferred Qualifications:

• 1. Successful experience working with a diverse population in an urban setting
• 2. Successful classroom teaching experience
• Site Coordinator for Communities in Schools
  • The skills and experience needed to competently fulfill each of this role:
    • Bachelor’s degree or demonstrated relevant equivalent experience working in education, social work or other related field required. Master’s degree preferred.
    • Must have a valid driver’s license and automobile insurance.
    • Experience in managing operations within a network of diverse programmatic initiatives, preferably in the field of youth development or at a K-12 educational organization is preferred.
    • Experience in working with school-age children and familiarity with local health and human service agencies.

References:

Winer, M., & Ray, K. (1994). Collaboration handbook: Creating, sustaining, and enjoying the journey. St. Paul, MN: Fieldstone Alliance.

Reflecting on Learning

My passionate hope for the future as an early childhood professional is to continue to advocate for the rights and well being of young children.  My hope is that my anti-bias work will continue on through the children I educate and the families of the children that I work with.  As an educator, I hope to instill a love of learning, an appreciation of the differences in themselves and others, and the strength to stand up for equity and justice for all in the children I teach.


I want to thank my colleagues for their kind words of encouragement, insight, and provocative thoughts.  It's been a difficult journey, raising two young children of my own, teaching full-time, and finding time to develop my professional passion.  "Speaking" with colleagues who also share this challenge has made the journey a little easier.  I appreciate your genuine thoughts and comments and wish you all the best in your future endeavors. 

Impacts on Early Emotional Development

I chose to research the challenges children encounter in Eastern and Southern Africa, because media is often focused on this area of the world and the hardships that children face. However, I have never taken it in to my own hands to explore the challenges that children face in Eastern and Southern Africa. According to UNICF (n.d.), half of all under five deaths occur in Eastern and Southern Africa due to pneumonia, preterm birth complications, diarrhea, complications during birth and malaria. Children who do survive are exposed to economic exploitation, child labor, lack of education and road safety measures, early marriages, sexual violence, prostitution, ill treatment, drug abuse and forced recruitment into armed forces. Across the region there are 8.8 million children who are out-of-school. Many of these children, ranging in age from 5-14, are engaged in child labor.


Children who are forced to work at a very young age will experience physical and emotional stress that children this age are not equipped to handle. Girls are forced into relationships with men at a very young age causing confusion and low self-esteem. Early marriages, sexual violence, and prostitution negatively impact the children's normal developing sense of identity and ultimately their path of life. Boys who are forced into the armed forces at an early age also feel a negative impact due the horrific experiences they will encounter in their youth causing confusion, distrust, and a bleak outlook on life and on people. These experiences will also lead to a negative sense of self. Lack of education will ultimately affect the children's well being in this region of the world. Many of the children living in this region of the world lack loving, caring relationships. Many do not receive quality early childhood care or any form of education. These children are experiencing challenges and hardships that are extremely detrimental to their emotional health and well being.


With the passing of The African Charter on the Rights and Welfare of the Child (ACRWC) children and adults throughout the region are receiving education in order to understand and advocate for the rights of children. However, many children in this region continue to live in apartheid, unsanitary living conditions, and in constant fear of displacement from their immediate family. It is difficult to read the stories written and expressed by the children in this region. These children are dealing with challenges and hardships on daily basis that would be difficult for anybody to maneuver let alone a child. It is surprising to learn that 8.8 million children do not attend school and lack the education, skills, and tools to make their dreams come true. The emotional trauma many children deal with on a daily basis will definitely affect their healthy development. These traumas will last into adulthood affecting their relationships as an adult.


Reference:


UNICEF - UNICEF Home. (n.d.). UNICEF - UNICEF Home. Retrieved February 23, 2013, from http://www.unicef.org

The Sexualization Of Early Childhood

“Today’s cultural environment bombards children with inappropriate and harmful messages” (Levin & Kilbourne, 2009, p. 4). These inappropriate and harmful messages introduce young children into the world of sexuality. Dolls, toys, commercial media, music, television shows, movies and magazines portray sexualized images of young women and young boys as the norm. Young children idolize young celebrity singers like Miley Cyrus and Justin Bieber who are both highly sexualized. Their words and lyrics represent concepts that are obviously too mature for young children, however, they sing the words and dance to the songs without giving them a second thought. Little girls play with unrealistic looking Barbie dolls, Bratz dolls and Monster High dolls all of which provide young children, especially girls, with a false sense of identity. These dolls, perfectly proportioned, wearing risqué clothing, and too much make up, are seen as the “standard.” A standard in which little girls throughout the nation are working to meet. “A narrow definition of femininity and sexuality encourages girls to focus heavily on appearance and sex appeal” ((Levin & Kilbourne, 2009, p. 2). I am extremely alarmed by the portrayal of sexualized images in the media that children are consistently exposed to. These messages will ultimately prove to be damaging to our nation’s children’s formation of a positive self identity. 

“A large part of the blame for this situation can be placed on the doorsteps of marketers who use sex and violence to capture children's attention and get them to buy products, in part made possible by the deregulation of children's television by the Federal Communications Commission in the mid-1980s” (Derman-Sparks & Olsen Edwards, 2010, p. 96). As an educator, in a nation that portrays men and women in a highly sexualized manner, it is important to help children develop positive identities of themselves as boys and girls and foster healthy relationships. It is imperative to protect children from popular culture's sexual barrage, help children develop behaviors that go beyond stereotypes and provide models of caring relationships. I have seen the urgency to help protect our nation's children from the sexualization of childhood, however, after reading the article written by Levin and Kilbourne (2009) I see an immediate need that should definitely be addressed by both parents and educators.

References:

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

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