Time Well Spent

After days of experiencing problems, I am curious to see if this works.  This is insane as I cannot type in my assignment but it is allowing me to type in these sentences.  HELP!!

International Jobs/Roles in the ECE Community

     As I explored the various early childhood international organizations it was encouraging to come across so many that support the fundamental basics of ensuring that all children are educated to their fullest potential.  I was reminded that all educators should be dedicated to increasing awareness of early childhood issues, not just locally but universally, while promoting growth and providing children the necessary skills and knowledge that they will need to be successful in life.  There were numerous early childhood international organizations and communities of practice that immediately caught my attention based on their mission and significant work to help all children globally.  Therefore, below are three international organizations or communities of practice that captivate me.

1.    Save the Children does an outstanding job at supporting educational programs for 120 countries and 64 million children globally (Save the Children, 2012) in the classroom and at home around the world. I am very interested in this network as their educational programs are set in training teachers to learn how to engage their students through effective teaching practices, coach parents and caregivers to help their children learn early on, so they are school ready, offer ways for parents and community volunteers to get kids reading and doing math outside of the school setting, introduce children to the power of artistic expression, and to make sure that children do not stop learning during crisis’s.  There were various job opportunities available as they post positions throughout the world on all different levels.  The position that caught my attention was for an Early Childhood Development Advisor in Mozambique.  The person is responsible for hiring staff for program activities, ensuring that monitoring and evaluation mechanisms are in place to improve and measure its direct impact, represent Save the Children in national forums and share best practices regarding Save the Children’s experiences in community-based preschool education projects.  The required skills and experience needed for this position are to hold a Masters Degree in International Education, Developmental Psychology, or Cultural Anthropology with Early Childhood Development focus, have a minimum of  three  years experience in early childhood development, be fluent (orally and written) in Portuguese and English language skills, have strong understanding of holistic child development and the ways children learn, including early-literacy methodologies, have proven experience in managing teams and working well in partnerships, have a solid understanding of educational curriculum development and dynamic training methodologies, operational in managing budgets, proficient in implementing strategies that generate community and partner ownership to ensure sustainable results, and good interpersonal skills with ability to communicate effectively at all levels.  It is apparent that I do not have many of the skills outlined above and would need extensive training in international education along with becoming fluent in other languages.

2.    The Association for Childhood Education International is a nonprofit global community of educators and advocates who broadcast information about and advocate for desirable conditions, programs, and practices affecting children , infancy through early adolescence.  This community of practice was created as the International Kindergarten Union in 1892, by educators concerned with the professional preparation of kindergarten teachers. Their mission is to globally promote and support the optimal education and development of children, from birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society (Association for Childhood Education International, 2012). The position that caught my attention was Executive Board Member.  This position entails the person to demonstrate a commitment to the organization’s mission and vision, express a sincere commitment to the education of children, worldwide, have broad knowledge of the childhood education field with an understanding of global movements that impact the lives of children, have strong leadership skills, be able to represent diverse global geographic locations, display a strong desire to promote excellence in nonprofit authority, represent a range of professionals invested in children’s education and well-being, be able to speak with excellent communication skills (verbally and written) and possible living and working in more than one nation.  I feel that I am working my way towards having the necessary skills in being an Executive Board Member with the exception of living and working in more than one nation (which is optional).

3.    The Academy for Educational Development is dedicated to improving the lives of all individuals by incorporating impressive solutions, through their wide set of practical areas, to deepen ones understanding of many complex issues in enhancing human development.  This organization attracts me as it is very innovative in improving people’s lives in a vast number of areas.  The job opportunity I am most interested in is that of an Early Childhood Specialist.  I would be responsible for providing technical assistance and training to Head Start Grantees in areas related to school readiness, training and career needs of staff, and collaboration activities.  The requirements for this position is a minimum of a BA or BS Degree in Early Childhood Education (preference of a Master's degree), minimum of 5 years experience in programs serving young children, theoretical knowledge of child development, experience working with Migrant and Seasonal communities, experience working with both education administrators and teachers, and being fluent in Spanish (Academy for Educational Development, 2011).

4.    Another community of practice that I feel is worthy of mentioning is the International Reading Association.  This organization is a nonprofit, global network of individuals and institutions committed to worldwide literacy by improving the quality of reading instruction, publicizing research and information about reading, and encouraging reading as a lifetime habit. They continuously celebrate educators by honoring effective literacy teaching in our ever-changing world (International Reading Association, 2012). Their job opportunities are those offered through employers whom are members of their organizations, so I did not find anything to note.  However, I would be interested in being a part of one their Special Interest Groups, Literacy Development in Young Children. Through this group, awareness is made of and support for emergent reading and writing. They disseminate information about innovations in instruction, assessment, and research related to young children's literacy development. 

When investigating international early childhood organizations it is good to witness teachers, communities, families, government officials volunteers working together to make a difference in the lives of all children by advocating for the essential needs and rights of every child in all nations.

** The cite to my personalized blog is http://waldenspedtchr.blogspot

Reference
Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index/htm

Association for Childhood Education International. (2012). Retrieved from http://www.acei.org/

International Reading Association. (2012). Retrieved from http://reading.org/General/AboutIRA.aspx

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

National and Federal Job in the ECE Community

     As I researched and reflected upon national and federal early childhood organizations I was reminded that all should be dedicated to increasing awareness of early childhood issues while promoting growth and providing children the necessary skills and knowledge that they will need to be successful in life.  There were countless early childhood organizations, federal agencies, and communities of practice that were of interest, however the following really appealed to me as I read their missions and discovered more of what they were about.

1.    The Division for Early Childhood (DEC) is a division of the Council for Exceptional Children.  Being a special education teacher, this organization is high on my professional list as an international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or gifted.  The DEC is especially for individuals who work with or on behalf of children with special needs and their families.  Their mission is to promote policies and advances regarding evidence-based practices that support families and enhance the optimal development of young children who have or are at risk for developmental delays and disabilities.  The DEC currently has two virtual positions, neither of which interests me, however; I would like to be involved in a Special Interest Group (or community of practice).  Through this group I would meet with others on a common interest (areas of interest are research, professional development, early intervention, students, and leadership), share ideas, get feedback, and discuss methods to access additional resources.   Through this community of practice, I would be given an opportunity to not only gather and exchange information but to broadcast important information to the organizations members through public announcements, speaking engagements at conferences or workshops.  As a spokesman for DEC, the skills necessary to perform working within the Special Interest Group would be excellent communication, writing, and organizational skills.  A college degree is preferred in journalism, communications, or public speaking, but not necessary with experience.  One would need to be knowledgeable about the subject matter being discussed as I would convey policies of the organization through public formats.

2. Another organization that is of importance to me being that I am African American and the majority of my district is comprised of African American children.  The National Black Child Development Institute (NBCDI) has been committed to improving and advancing the lives of Black children and their families, through advocacy and education. NBDCI has been constant in their mission, preparing African American children to function in a global society and that every child deserves an equal chance.  The job opportunity through this organization is limited, yet they do offer a Program Internship that invites talented graduate students on a 10 week internship. The position is best suited for individuals yearning to make a real contribution to the lives of Black Children and families. The interns are matched according to their skills within a specific program (such as Child Health and Nutrition, Finance, Fundraising, Human Resources, Marketing and Communication, Administration, and Research and Public Policy). I would be interested to be amongst the Marketing and Communication program as I could use my degree (required) in communication along with the prerequisites of building relationships with team members, being motivated and handling high pressure deadlines.

3. The National Association of Early Childhood Teacher Educators (NAECTE) is not only a national organization but global as well as it provides a means for educators to discuss various issues and concerns in the early childhood education field.  I was fascinated by this association as it gives teachers an outlet to speak to individuals in their field across the globe while learning at the same time from others.  It is like being in a classroom and you are the student gaining newfound knowledge and understanding.  You have access to journal writing, e-letters, and books published by the NAECTE at your fingertips.  The job opportunities posted are advertisements for positions to early childhood teacher educators through companies or individuals associated with the association.  At this time the only position listed was for a day care teacher in MD (a position I was not interested in).  However, I would be interested in being a Board Member of the organization as a Regional Representative.  As a Regional Representative, I would first need to be invited and have several years of executive experience in education. That experience would include leading educators, projects, programs, or educational institutions. Another key skill needed would be the experience establishing relationships that can help the organization accomplish its goals. These relationships would include community leaders and groups, grassroots organizations, and government contacts.

    

     When exploring early childhood organizations on the national, federal, and even global level, it is exciting to know that there are many resources available which provide tools for creating diverse, research oriented, and innovative, collaborative, recognized leaders in the field of early childhood education.

Exploring Roles in the ECE Community

     As I explored the communities of practice within my neighborhood and on the state level I thought of those that would allow me to not only learn from them through their experiences but also allow me the opportunity to exchange ideas by encouraging me to speak my voice. The following communities of practice shared my vision regarding the early childhood education profession:

1.    Family Resource Center which supports and encourages parental involvement through a collaborative effort between the parents, schools, district, and program personnel.  I think that in order for our children to be successful it is critical that parents be involved in the process.  Through workshops, activities, meetings, written and media communication, parents will be provided strategies to not only aid their child, but increase their educational awareness as well.  The Parent Community Liaison position interest me as it assist parents in understanding the program requirements along with developing and regularly organizing school-based parent activities.  The necessary skills needed for this position is to provide educational and community outreach assistance to students and parents in addition to offering information. The skills necessary for this job is to have a high school diploma, be aware of community opinions and to possess excellent communication skills.

2.    Peach Public Library which enhances the educational, cultural and recreational life of the community.  As a English Language Arts teacher, this community of practice interests me as the library promotes reading awareness through knowledge and insights to prevent ignorance, intolerance, and apathy by making resources available to every child and young person in the county.  The job opportunity available within this community of practice is for a Librarian that strictly supports the children’s section.  They are responsible for developing and implementing a program of services for children and their families.  The prerequisite skills needed for this profession is a Master's degree in Library and Information Science in addition to two years of professional experience in the public library field, however a combination of education, training, and experience is also key.

3.    The Georgia Association of Educators (GAE) supports, protects, and strengthens Georgia’s children through observing the State Board of Education, the Georgia Department of Education, the Professional Standards Commission, and the Teachers Retirement System by keeping all informed of policies affecting education and teaching.  The educational curriculum can be only as good as our educators, so GAE pledges to advocate and support public educators in and out of the classroom through community involvement and partnership.  There were no positions, other than educators, within this realm of community of service, yet as I researched further within this community of practice I was drawn to the profession of the Professional Learning Coach.   This person is responsible for providing training and support to teachers with curriculum execution and lesson planning by allowing them to self manage, self check, and improve upon their skills through guidance and mentorship.  The skills and experience needed for this type of position would be to hold a master’s or doctoral degree with superb communication and professional development abilities.  This position also requires countless hours in detailed coaching training courses.

As you see I have a realm of communities of practice that would broaden my collaboration efforts within the early childhood education community population.  Through all three communities of practice I would be able to build my confidence, develop connections, problem solve, and learn from others by sharing our knowledge while engaging in mutual activities and discussions (Helm, 2007).

Reference:

Helm, J. (2007). Building communities of practice. YC: Young Children.

Reflection on Learning

     As another session comes to a close, it is my hope as an early childhood professional that I am able to infuse in my students the passion of learning and to help them soar academically, ethically, and socially.  I plan to provide a safe environment where all students will not feel harassed or different from others, but instead learn from others through a nourishing exchange of conversation.  I want to show my children and their families that they can make a difference in the class, school, community, and the world.  I hope to teach them that through their everyday living and learning experiences, they are discovering their own identities, which contributes to their overall personal development.  I hope to instill in them that we all need to be proud of who we are, despite our differences by learning to respect our differences, recognize one’s bias, and continue to speak up for what is right.

    

     It is amazing how quickly the eight weeks have flown by (the first two weeks a blur with the chaotic start of the new blackboard program).  We should all applaud ourselves for accomplishing this feat alone---YEA!!  And now classmates, I want to thank you for helping me to learn more about myself through these past two months.  I have connected and understood so many of your posts, as I laughed, cried, and contemplated your thoughts.  You all have taught me to be a better person, mother, friend, and teacher.  With your help I am continuing to be taught how to nurture and celebrate my own voice.  Again, thank each and every one of you as you continue on your learning journey and becoming what you are intended to be.  Be blessed and hope to chat with you in the upcoming course!

Impacts on Early Emotional Development

     The area that I choose to investigate was the Dominican Republic.  As a child I visited this nation, which was the first to city to be founded in the Americas.  I was intrigued by its beauty and culture, which was good mixture of ancient and modern times.  As stated this was many years ago, close to thirty, and I am interested to see if any changes have occurred since.

    

     Some of the challenges that children from the Dominican Republic are confronted with include economics, with 55 percent living in poverty, and health issues (ECLAC, 2005).  Despite these inequities, 91 percent of the children are registered for primary school with a decline to 64 percent starting and ending.  In this country, there are several governmental institutions (Directorate for the Care of Early Childhood, the National Council for Children, the National Council for Day Care Centers, and the Ministry of Health and Education) responsible for the fundamental development of children under five years of age.  It is law that all boys, girls, and even adolescents have the right to basic education allowing them to expand their abilities and potentials.  As for the health care problems, children under 12 receive limited services due to inadequate prevention and education.  In 2005 (Office of National Statistics) the Dominican Republic was 95^th in Human Development due to its social deficiencies.

    

     Based on governmental involvement in the early childhood education system, I would say that children’s learning is an important aspect.  Yet there seems to be a disparity between the urban and rural areas.  Even though it is understood that the first years of life are crucial for the development of boys and girls within this country, it is during this period that the ability to think, speak, learn and reason are attained and basic social skills are formed. However, this becomes an issue when children from rural areas must travel to school, which are usually located miles away.  And being that transportation is sometimes nonexistence; children are not likely to attend.  This could cause a discord and have a negative impact on their emotional and social development.

    

     From my exploration on the Dominican Republic I learned that governmental involvement can make a difference in the lives of our children.  There are countless organizations involved in providing the children within this country the opportunity to build upon their foundation of learning.  However, they may now need to focus on providing that same support to the health care conditions for those same children.  It appears that the government is trying to overcome its social and economic underdevelopment by providing assistance to improve and strengthen not only their schooling facilities but their society as a whole, and in turn this will provide children an enormous opportunity educational equality.  I also read many articles where due to the drought of 2007 and 2010; water has been scarce, resulting in many malnutrition children.  We have to continue to ask ourselves, in this era, how we can deprive children of quality education stemming from political, social, and economic failure.  It is essential that every child be provided quality education.

References:

Economic Commission for Latin America and the Caribbean (ECLAC). 2005. Retrieved from http://www.unicef.org/republicadominicana

Office of National Statistics. 2005. National Population and Housing Census.

The Sexualization of Early Childhood

     As I read the article, So Sexy So Soon, I immediately thought of the girls within my class and what they must be going through in trying to relate to and claiming their sexualization, at such an early age.  I do not recall at such an early age having to identify with so many messages from the media, advertisements, and their peers that explore sexualization.  Levin & Kilbourne (2009) shared that children are paying an enormous price for the sexualization of their childhood.  Girls and boys constantly encounter sexual messages and images that they cannot understand and that can confuse and even frighten them. Needless to say, it must be scary especially if there is no one to discuss your issues with, have a listening ear, and guide you in the right direction. 

    A few personal and/or professional experiences I have that further illustrate the exposure of young children to a highly sexualized environment of how prevalent sexualization is in early childhood is a young girl within my fifth grade class.  She is well-developed in the “rear end” and several boys have started to notice and comment on her derriere.  She has become so uncomfortable that when walking into class she covers herself with a jacket tied around her waist.  I also have another student, fourth grade who is being teased because of many friendships the girls within the class.  He is well liked by both sexes, but the girls seem to flock to him.  One day as I was leaving my class, a group of girls were walking behind him and giggle while stating, “not only is he cute, but he has some luscious lips”.  I had to pause and wonder where these students, at this age, would have received this thought from more or less the combination of words.  And lastly, my ten year old son regularly keeps me informed of his ride home from school on the bus.  This particular day he notified me that some classmates (girls) of his were commenting that a specific celebrity had a big private part.  When one of the girls asked “how she knew”, she pulled out her phone and showed a picture of a males private and stated “because there it is and isn’t it humongous”.  All of these examples clearly show that sexualization of our children is having an extremely alarming influence on their knowledge and awareness of gender, sexuality, and relationships.

      Sexualization can gravely harm children’s ability to grow up and have healthy attitudes about themselves and their bodies and to have caring relationships in which sex is an important part (Levin & Kilbourne, 2009).  The many causes of sexualization (portrayals in the media of sex and related issues, marketing of products and clothing with sexual connotations, access to the adult world via the internet, and the lack sex education within our schools has inflicted sexuality on our children before they are ready.  The Association of Psychological Association (2007) did a study of girls and young women and found that sexualization has a negative impact on their self-image and healthy development.  Younger girls are experiencing problems with eating disorders, depression and low self-esteem, as they worry and obsess about their weight and physical appearance, expressing increasing dissatisfaction with their bodies at a younger age than ever before.

     As parents and educators we need to begin talking to our children (girls and boys) about how their experiences, and ours, are related to our oversexed culture.  We have to be willing to share our opinions and take a stance for what we know is harming this generation.   We can offset these harmful attitudes by being proactive and aware of what our children are watching on TV, movies, and reading.  I think it is very important to support our children and show them that beauty comes from within and in many forms.
References:

American Psychological Association. (2007). Report of the APA Task Force on the Sexualization of Girls. Retrieved from http://www.apa.org/pi/wpo/sexualization.html.

Levin, D., Kilbourne, J. (2009). So sexy so soon: The new sexualized childhood and what parents can do to protect their kids. New York: Ballantine Books. Retrieved from http://www.dianeelevin.com/sosexysosoon/introduction.pdf