TIME WELL SPENT!!!

I can’t believe I have finally made it through the last course!  My experience at Walden has been one of both anxiety and absolute joy.  Through my professors, my colleagues, and the resource materials, I feel that I am armed with the tools needed to make a bigger difference in the lives of the children and families that I meet each day.  I have learned how to look past my own biases and the biases of others to make education more meaningful and worthwhile for all my students.  Listening to and studying the work of anti-bias professors has taught me that your passion can surpass any bias that you may encounter on your journey for social change.  I feel that I can now be a better advocate for those children and families who are unable to be heard because of their differences.  My journey with Walden has also reaffirmed for me the importance of making connections with families and those who work with children each day.  It indeed takes a village to raise a child and families give such vital information for working with their children.  Finally, I am truly amazed at all the resources and organizations that are working for and being developed for children.  Walden has given me wonderful contacts that I will be able to utilize as I continue working in the field of Early Childhood Education.

Interacting through online communication with my colleagues and professors has given me a valuable resource base that will assist me in my future goal of starting my own early childhood learning center.  I am excited about all that I can accomplish because others have helped to fan the flame of a spark of passion that brought me to the field of early childhood in the first place.  To all of my colleagues I say thank you for your kind words, challenging questions, and resources.  I wish you the best of luck in all that you do for the sake of children and families around the world.  To all of my professors who have led the way for us to become the leaders we are today, I say thank you for your guidance and nurturing.  God has given you a special talent to bring out the best in the students that you work with in each course.

As I look to the future and what it holds for me I am reminded of a biblical scripture that says love is the greatest Commandment.  If I continue to live by this verse while advocating for children, then I know that they will feel safe enough to give me their best.  We must face each day with the hope and faith that this day we will make a difference in the life of someone somewhere somehow. 

Peace and Blessings to All!

International Jobs and Roles in the Early Childhood Community

Jobs/Roles in the ECE Community: Internationally

There are many organizations that work on behalf of children in the early childhood community.  The three that I found the most interesting were the World Organization for Early Childhood Education, the Association for Childhood Education International, and the International Step by Step Association.  All three of these organizations have a mission focus that includes educating and helping children and their families.  They promote a greater inclusion of the family and community in educating and raising the children to promote social and economic prosperity. 

The World Organization for Early Childhood Education: OMEP-USA (2010)-Since 1946 this organization was developed to promote the wellbeing, rights, and education of young children.  It is composed of teachers, teacher educators, childcare providers, researchers, social workers, doctors, nurses, and psychologists who all work together to make a difference for children around the world.  OMEP-USA is an American branch of the World OMEP which is a non-profit child advocacy organization associated with the United Nations, UNICEF and UNESCO.  Membership can be obtained through an application with various levels of membership beginning with a student who wishes to work in education or social services field to organizations willing to become partners.  Applications for this organization include being able to support their projects through fundraisers, or even organizing a membership group in your local area. 

The Association for Childhood Education International’s mission is to promote and support the highest education, development, and well-being of children world-wide as they influence the professional growth of educators and the efforts of those who are committed to the needs of children in a changing society (2011).  They believe in a need for a strong foundation for learning at an early age and a greater investment in public education.  These are two very important issues that are being discussed by policy makers all over the world today.  Diversity is also a key issue because they also believe that schools should be mixed in terms of social backgrounds.  Members may join as Professional Plus or regular Professional Members.  There were however specific qualifications for executive board members which included being able to demonstrate a clear commitment to furthering the well-being of children worldwide, possessing strong leadership skills, being from the education or other human-service related sector. 

The International Step by Step Association (ISSA):  This organization was established 1999 in the Netherlands.  It connects organizations and professionals who work in the early childhood development and education field.  Equal access to quality education and the care for all children by supporting communities with a strong civil society is their mission.  They believe in providing high quality care and educational services for all children ages birth through 10 years of age especially the poor and disadvantaged (n.d.).  The resources they provide are intended to influence policy reform for families and children with a special focus on the younger years of a child’s life.  Individuals may become a Friend of ISSA free of charge which enables you to interact and connect with an online community.  Affiliate Members and Full Member must join through an organization.   

Becoming a member of each of these organizations would greatly benefit and enhance my knowledge of the resources available to children and families around the world. I would be able to connect and interact with other professionals who advocate for the healthy development of children and their families.  My first step would be to become a member through their online community in order to learn more about each organization. 

 

Reference:

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

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

World Organization for Early Childhood Education. (2010). Retrieved from http:// www.omep-usnc.org

 

 

 

 

National/Federal Organizations in the ECE Community

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

Becoming a member of an Early Education Organization provides an opportunity for you to connect with people around the world who have some of the same values and philosophies that you do when it comes to children and education.  It also provides you will a chance to learn and grow as a professional in the field of early childhood education.  As I have been researching more and more about early education and specifically the curriculum that is used in early education centers and classrooms, I have found the following organizations very interesting and related to my studies.   

1.       The National Children’s Defense Fund Organization (2011)—this organization was founded by Marian Wright Edelman.  I recently became a member of this organization through a position in my church.  Our United Methodist Women’s group celebrates Children’s Sabbath each year in the month of October.  We utilize program outlines and materials that are develop through the Children’s Defense Organization.  As I studied their organization, I realized that becoming a member would enable me to connect with other professionals and receive materials that would enhance my professional career as a teacher in public education as well as a Sunday School teacher and Mission Coordinator at my church.  A part of their mission is to inspire young children and youth while they help to protect their needs for healthy development.  This concept is very important to me since I work and attend church in an area that serves low income children and families.

2.      The National Education Association (NEA) (2002)—their motto is Great Public Schools for Every Student.  This organization states that early childhood education is one of the best investments for our country.  Research has shown that providing a high quality education for children five and younger has significant long-term benefits.  For years I have heard administrators focus on the curriculum for students in grades 3 and higher because of standardized testing.  After that the focus went down to primary grades like k-2^nd because they realized that children need a quality foundation in the primary grades to succeed in the upper grades.  However, the focus was one sided because many school districts only look at the academic side of a child’s development in primary grades.  Organizations like the NEA have helped to spread the knowledge that quality education means educating the ‘whole child’ through all domains (academic, social, emotional, physical).  The website for this organization provides excellent resources and links that professionals can utilize to support children of all ages.  I was specifically interested in their connections with the National Scientific Council on The Developing Child at Harvard University which has performed studies to determine children’s emotional development and the affects that stress may have on the brain of young children in school.  The area in which I would become a member of this organization would be as a certified active professional which is opened to public school teachers and others who are certified in education.

3.      Voices for American’s Children (n.d.)—this organization provides resources at the community, state, and federal level to improve the lives of all children, especially those who are the most vulnerable because of other influences.  I was drawn to this organization because of its focus policy goals which include developing equity and promoting diversity, promoting school readiness, school success, safety, and economic stability for children and families.  Although my challenge for this course focuses on the curriculum used in early education classrooms, I feel that becoming a member of this organization would benefit me because of their philosophy on doing what is best for the healthy development of the child and helping children to succeed.    The position I would be interested in would be as a member of their network through e-mail/blog registrations to be able to communicate with other advocates in the education field.

References:

Children's Defense Fund. (2011). Retrieved from http://www.childrensdefense.org/

National Education Association (2002).  Retrieved from http://www.nea.org/

Voices for America's Children. (n.d.). Retrieved November 28, 2011, from http://www.voices.org/

 

EXPLORING ROLES IN THE ECE COMMUNITY: LOCAL & STATE LEVELS

This week as we are learning about Communities of Practice, I am amazed at all the centers and organizations that are available to support children and families in my city and around my state.   However, many families are not aware of the resources that are available to them.  For this reason, it is very important that educators/child care providers learn about the resources that are available locally and state wide that offer services to children and families in need.  I chose to learn about the following organizations because of their commitment to working with young children and their ability to promote social and emotional stability.

          1.      “WINGS for Kids”:  This is an education program located in Charleston,

South Carolina that teaches kids how to behave well, make good decisions, and build healthy relationships.  Ginny Deerin started it in 1996.  It is the only US organization focused solely on developing and improving social and emotional intelligence within an after school program.  WINGS for Kids services are housed at four local elementary schools.  Students must attend for 15 hours per week (3 hours at day after school between 2:30 and 6:00pm).  Students are selected based on greatest need first.  They are chosen based on behavior, academics, and family support.  Other children are then accepted on a first come, first serve basis.  Program directors and volunteers are extensively trained and maintain a 1 to 10-12 ration with children.  There is a 97% staff retention rate, which helps to build stabilizing relationships.  The job opportunity that interests me was the position as Program Director.  The bios of the current Directors were varied, all had undergraduate degrees and some had Master Degrees.  Experiences ranged from former teachers, community service workers, to those in the business or communication fields.  The one thing that they all had in common was their love for children and their commitment to helping build-nurturing relationships that instill positive values.

2.      “Big Brothers/Big Sisters of Carolina Youth Development Center”:

They operate in the tri-county area of Berkeley, Charleston, and Dorchester Counties in South Carolina.  These mentors work with children in their schools and the community.  They work with children ages 6-16.  You may become a mentor to a child and volunteer a couple of hours, several times a month.  This also interests me because becoming a part of this Community of Practice does not require you to change your current career.  The children you work with are exposed to the things that you like to do...sports, reading, nature activities, etc.  Qualifications to becoming a mentor include a willingness to share time and love with a child who needs a good role model.  To get started you must provide references; go through an in-person interview and background check.  Another reason I chose this organization is because my religious affiliation has a connection through its general board of commission.

3.      “Little Steps”:  This program was organized in 2004 by Many Black. 

Its goal is to help teen mothers overcome their obstacles by becoming stable parents in their communities.  Many children enter school without the guidance and support they need from home because of young inexperienced parents.  This program serves as a means of support for both young mothers and fathers who can both be a part of the program.  Their services include classes, peer groups, and one-on-one mentoring. Women and men between the ages of 14 to 24 can benefit from these services.  There are volunteer opportunities for individuals and groups.  Positions include becoming a class facilitator, mentor, front office help personnel, or a member of their board of directors.  This program serves the county of Greenville, South Carolina.  I was drawn to this program because it helps both the mother and the father of young children.  Monetary donations are accepted throughout South Carolina.  Infant/toddler items may be donated to their children’s boutique where parents can purchase items using bucks that they have earned through the program.  My interest included finding out more about the program to see if there is such a program in my city of Charleston.  If one exists, I would like to become a class facilitator or Mentor.  This position includes teaching a class one night a week for eight weeks.  Mentors are also used as a one-on-one contact or in a peer group to provide moral support.  Training and supervision is utilized for all positions.

References:

www.wingsforkids.org

www.becomeabig.org

www.littlestepssc.org

WORDLE

http://www.wordle.net/show/wrdl/6214675/Passion_Wordle

My Passionate Hope

My most passionate hope for my future as an early childhood professional and the children and families whom I serve is that every child and family member that I come in contact with will know that I am an advocate for them.  My passion of working with children extends both to my professional and personal life.  I want children to know that I am in their corner and will work diligently to make sure that they are treated with respect and dignity.  I want them to feel safe and protected and know that they are unique individuals with creativity and imagination.  I want them to be able to face the world with motivation and know that they are valued and loved no matter what obstacles they may come against.

To my colleagues and professor, I say thank you for sharing your experiences and life lessons.  I have grown so much in my profession during this course.  I have learned many strategies that I will be able to use as I continue my journey in early childhood.  Merry Christmas and Happy New Year to all of you!

IMPACTS ON EARLY EMOTIONAL DEVELOPMENT

The innocence of childhood is being taken away from children all over the world.  Violence, child abuse, terrorism, disease, natural disasters, and many other horrific tragedies are affecting children of all ages.  These tragedies may have devasting, lasting affects on a child's emotional stability.  As professionals in early childhood education it is important that we are aware of the challenges that face not only the children in our immediate reach but all children. 

The region I choose to study is South Asia.  I choose this area of the world because I knew little about the lives of the children there.  Some of the challenges that face the children living in South Asia includes child marriages, children being traded to settle disputes and debts, malnutrition, and poor access to education and health services.  Child marriage is a human rights violation and has an impact on all aspects of a girl's life.  It denies a girl of her childhood, disrupts her education, limits her opportunities, increases her risks of violence and abuse as well as jeopardizes her health (UNICEF, 2012).  Child marriage is most common in South Asia where about 1/3 of women ages 20-24 years old were married as children. Another challenge facing children in South Asia is being traded from their families in order to settle disputes and debts between warring families.  Children, especially daughters, who are traded experience violence and abuse on a regular basis.  Children are also facing malnutrition and poor access to education and health services.  Conflict, political turmoil, natural disasters and economic instability have posed major challenges to the well-being of children and women in Pakistan in recent years (UNICEF, 2012). 

UNICEF and its partners support the mapping and assessment of child protection systems. This work helps build consensus among government and civil society on the goals and components of such systems, their strengths, weaknesses and priorities upon which to act. This then translates into improved laws, policies, regulations, standards and services protecting all children. It also leads to the strengthening of these systems with the financial and human resources necessary to deliver results for children.  Over the past decade, UNICEF has also supported the informed understanding of social norms that result in violence, exploitation and abuse and has promoted change in a number of countries. To promote positive norms to bring about an end to harmful practices, UNICEF engages in advocacy and awareness raising and supports discussions, education programs and communication for development strategies at community and national levels (UNICEF, 2012).

As I continue my journey in the field of early childhood education, I am constantly reminded how precious a healthy stable life is for the development of children and adults.  It is very important that we, as professionals, advocate for children all over the world.  We must continue to support programs and projects that seek justice and equality for all children.  Personally, I am committed to contining my prayers and giving through my religious connections for children all over the world.

 
Reference:

UNICEF. (2012). Retrieved from http://www.unicef.org/rosa