Time well spent

At least three deeply felt learnings from this program

1. Just when I think I know all there is to know about early childhood education, there always more to learn.
2. Diversity isn't about the color of a person's skin, it's about how a person is treated.
3. Early childhood education doesn't just teach or benefit the child, it also teaches and benefits the family.

At least one long-term goal

1. My long-term goal is to open a center for disadvantage children and families, who aren't able to receive help or assistance for their child's education or training for the family.

A farewell message to your Instructor and colleagues (consider uploading a video or audio podcast)

• Well I tired to upload a video, as you see it didn't work. It has been a long road, however we made it through and now are early childhood professionals. For some this is just an extra boost for the work we have been doing and for some this is the beginning. I wish you all the very best in your professional career and I pray that you all get to live out your dream regarding early childhood. I am privileged to have gotten the chance to work with you. We have spent many sleepless nights and days working toward this goal and now we are at the finish line. I am super excited!!!!!!
• To my instructor Dr. Dartt, thank you for taking time out of your schedule to answer e-mail, texts, and any other form of communication there has been. You truly are the glue that kept this last course together and kept us from falling apart. You gave us everything we needed to succeed and with your help ( for me) we made it through. Once again Thank You.

Jobs/Roles in the ECE Community: Internationally

• At least three international organizations or communities of practice that appealed to you and why you chose them
1. FHI 360 program: This program is about promoting overall education success and health, not only in the lives of children, also in families. They just don't stick to the classroom, they are willing to go above and beyond to make sure success is present. They also take time to teach educators and they are diverse in their approach. They go worldwide as well a in the United States with their program, "FHI 360 works side by side with ministries, communities, schools, teachers and families to create education systems that respond to the complex, dynamic and diverse needs of the people they serve"; "We are a leader in designing international exchanges that promote leadership, professional development and global collaboration" (Academy for Educational Development, 2011).
2. Save the Children: Since 1932 this program has been providing food, shelter, and clothing for children in need. I like how the put the child's need first when a disaster strikes and when they see a need. Children are too often left behind or neglected when a major disaster strikes. They need our love and support all the time and Save the Children show that they care about their wants, dreams, and hopes. Also not only do they help children in the U.S., but globally too, "We help children in 120 countries, including the United States, working with Save the Children members worldwide" (Save the Children, 2011).
3. International Step by Step Association: I love this organization, it's mission and vision are exactly what's needed in today's society for our youth. While reading the vision statement, it gave me hope that change in our education system is possible; "A society where families, communities and professionals work together to empower each child to reach her or his full potential and embrace values of social justice and equity" (International Step by Step Association, n.d.). They also take time to help professionals and provide them with research, so they can become effective as well.

 

Job opportunities (currently available or not) that interest you

1. Principal at the Taunton School International. Located in Taunton, United Kingdom. Skills needed to perform this job are as follows, " proven track record of senior management in an international setting, either in the UK or abroad, with  strong commercial acumen together with a QTS qualification and an ability to control quality in academic and pastoral provision" (the pie jobs, 2014).
2. Resident Director in Iringa, Tanzania. Located in Iringa Town, Tanzania. Skills needed to perform this job are as follows, "The CIEE Iringa Resident Director is responsible for the quality and success of the programs offered at the CIEE Study Center in Iringa Town and Iringa Province, Tanzania. The position is responsible for coordinating all aspects of in-country operations as well as for long-range planning, ongoing program evaluation, and development. The Resident Director is responsible for ensuring the highest levels of program quality and customer satisfaction" (ciee, n.d.).

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

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

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

The Pie Jobs. (2014). Principal. Retrieved from http://thepiejobs.com/jobs/view/principal-6/

CIEE. (n.d.). Resident Director, Iringa, Tanzania. Retrieved from http://www.ciee.org/how/

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

Job opportunities (currently available or not) that interest you

1. Head Start Center Supervisor, duties include" The center supervisor is responsible for the overall facilitation of the delivery of classroom and educational services at each center. A center supervisor supervises teachers and teacher assistants and assists the staff in providing a quality preschool experience" (indeed, 2014).

        2.   Head of School, duties include: "  The International School of Charlottesville is seeking a Head of School for our multilingual, multicultural language-immersion school serving children from the time they are toddlers until they have graduated from Kindergarten" (naeyc, 2014).


        3.   EHS Home Visitor, duties include: "The Home Visitor is responsible for the planning and implementation of a program of educational activities for pregnant women, infants, toddlers and their parents in the home" (naeyc, 2014).

  Each of these jobs require a degree in education and prior experience in the early child care field.  At least three national/federal organizations or communities of practice that appealed to you and why you chose them

Youth and Education Research Group

Started: Jul 2012 | 3 members
Lead organisation: De Montfort University
Lead facilitator: Scott Yates
The research pages for the Youth and Education Research Group. Research interests in young people, youth work, community development and education.

Emerging Practices in Education: COMMUNITY

Started: Oct 2010 | 8 members
Lead organisation: Online Communities for Educators Team
Lead facilitator: Sarah Jones
This community has been set up to identify new, emerging or changing practices in education, whether these are case studies of one lesson in one school or longitudinal studies of a new teaching strategies in a variety different learning contexts.
 

Qualifying to Teach MESH editorial board

Started: Nov 2013 | 6 members
Lead organisation: Plymouth University
Lead facilitator: Tanya Ovenden-Hope
This is an open community available to anyone interested in qualifications for teachers. Dr Tanya Ovenden-Hope from the Plymouth University invites colleagues with an interest and with expertise in this area to contact her as she is forming the editorial board.
All CoP's came from http://www.educationcommunities.org/comm/a-z-index.do?page=5&pageSize=15

I chose all three of these CoP's because they were for the better of children, whether targeting the right educator, finding new ways or strategies for teaching, and or researching likes and dislikes of children.

References

Louie,D. (2014). Head Start Center Supervisor. Retrieved from http://www.indeed.com/viewjob?cmp=Denise-Louie-Education-Center&t=Head+Start+Center+Supervisor&jk=578e2dd23634efc2&sjdu=QwrRXKrqZ3CNX5W-O9jEvUDazFfMhs9n2Pr1TDnstyNLCQ8XLaIQ9D20B94ss5rePMaOhitGPz4rnYkgXt115JYa7LWYTPt48QlIFOx8oLA

NAEYC. (2014). Head of School. Retrieved from http://careerforum.naeyc.org/jobs/5945204/head-of-school

NAEYC. (2014). EHS Home Visitor. Retrieved from http://careerforum.naeyc.org/jobs/5960840/ehs-home-visitor

Education communities. (n.d.). Communities. Retrieved from http://www.educationcommunities.org/comm/a-z-index.do?page=5&pageSize=15  

Exploring Roles in the ECE Community: Local and State Levels

I have always wanted to make an impact on the lives of children and I feel that the three organizations I choose will give me what I desire.

1) Big brothers Big sisters

• This organization has been around for a long time and it speaks to my heart. They take time for children and make sure they are receiving the best care they need. It's reality at its finest, real people helping children with serious issues in their life or home. People taking time out of their schedule to make a difference in a child's life. They quote, "Each time Big Brothers Big Sisters pairs a child with a role model, we start something incredible: a one-to-one relationship built on trust and friendship that can blossom into a future of unlimited potential" (bbbs, 2014). They have amazing results:
• 46% less likely to begin using illegal drugs
• 27% less likely to begin using alcohol
• 52% less likely to skip school
• 37% less likely to skip a class
• 33% less likely to hit someone (bbbs, 2014). This is a huge deal, especially with today's youth,

there has been too much killing in schools.
2) Reno bike project

• This organization is different from what most would pick, I chose this organization because it gives children a chance to learn respect and self worth. It also gives the importance of giving to others and being healthy. This is their mission, "Reno Bike Project (RBP) is a 501(c)(3) non-profit community bicycle shop and advocacy group committed to creating a nationally recognized, cycling-friendly community through advocacy, education, and cooperation in the Truckee Meadows" (renobikeproject, 2010). I like how they are showing children the importance being safe and giving them something to do besides stay in and play video games.

3) Every Child Matters Education Fund

• This organization is all about the child and helping the child. It surrounds the basis of it's project around elections and getting campaigns in the ballot that deal with the needs of the child. This project caught my attention with this, "Everyone likes the idea of supporting children in our governmental policies, but we need to turn the idea--and the strong public compassion for children--into political action.  Why?  Young people and struggling families don't have a lobby, and the issues affecting them typically are pushed aside by more powerful and vocal interests" (everychildmatters, n.d.). Enough said, let's make children the #1 priority in America, they are being kidnapped and dying everyday day.

I picked three jobs that were of interest:

1. Literacy Coordinator: I like a challenge sometimes and I think this job will definitely give me that challenge. Here are some of the duties, "This position will work with students in grades K-16, 4-H programs, FFA Career Development, post secondary agriculture education programs, the Agriculture Industry Sector Council, USDA Ag Literacy/Ag in the Classroom, and agriculture trade organizations to promote an agriculture education curriculum that focuses on agricultural/agribusiness classroom education, career exploration/development and premier leadership training; and help ensure a knowledgeable and motivated workforce is in existence for the Nevada agricultural industry" (statenvus, 2002-03). That seems like a lot, but like I said I like a challenge every now and then. The only down fall is I have to have a degree in Agriculture education, but the job sounded good.
2. Treatment Home Provider: This job requires care and treatment to children as well as adolescents in a 24 hour, 7 days a week facility. I have done something similar to this in 2002 in California and 2003 in Oklahoma City. They only thing different is that I worked with children and not adolescents. It requires a B.A. in child development, social work, or a related field (statenvus, 2002-03) which I have a B.A. in psychology, which was also listed.
3. Education Programs Professional: This position sounds like it would be a lot of work as well; however, the difference is there is no agriculture involved. Here is a little about the position, "
   Education Programs Professionals assist and foster the growth of K-12, postsecondary, and related education programs throughout Nevada by providing technical assistance, training, and oversight. This position will oversee the development and implementation of newly state-funded programs designed to support ELL students in reaching targeted performance outcomes" (statenvus, 2002-03). The job also requires a Doctorate and having worked with children with English Language Learning.

References

 

Big brother Big sister. (2014). Start something for a Child. Retrieved from http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.5962335/k.BE16/Home.htm

 

Reno bike project. (2010). Reno Bike Project: a community bike shop. Retrieved from http://www.renobikeproject.com/

 

Every child matters. (n.d.). Every Child Matters Education Fund. Retrieved from http://www.everychildmatters.org/state-campaigns/nevada/community-organizations

 

State-NV-us. (2002-2003). State of Nevada Announces an Open Competitive Recruitment for: Literacy coordinator. Retrieved from https://nvapps.state.nv.us/NEATS/Recruiting/ViewAnnouncement.aep?recruitmentId=20256

 

State-NV-us. (2002-2003). State of Nevada Announces an Open Competitive Recruitment for: Treatment Home Provider. Retrieved from https://nvapps.state.nv.us/NEATS/Recruiting/ViewAnnouncement.aep?recruitmentId=20972

 

State-NV-us. (2002-2003). State of Nevada Announces an Open Competitive Recruitment for: Education Programs Professional. Retrieved from https://nvapps.state.nv.us/NEATS/Recruiting/ViewAnnouncement.aep?recruitmentId=20956

 

 

Reflecting and Learning

An explanation of your most passionate hope for your future as an early childhood professional and for the children and families with whom you work or will work.

• I hope to instill a sense of hope and success in the families and children I work with. I want to be able to bring a child happiness they can keep and share with others as they grow older. I want to be able to become an anti-bias educator to the point where when other educators see me teaching they too will look at themselves and want to become an anti-bias educator as well. I want to make a difference in all my students and hopefully the families as well.

A brief note of thanks to your colleagues.

• I want to thank all of my colleagues for you support, words of encouragement, advice, and discussion throughout the course. I wish you all much success as we continue this journey and into our professional careers as awesome educators. I am sure all of you will be a great asset to your current or future early childhood programs, as well as to your students. Thank you again.

Impacts on Early Emotional Development

Share with your colleagues the area of the world you chose and why.

• East Asia and the Pacific; I choose this area because I don't know anything about them, so I wanted to see what they go through and what some of their challenges are.

Describe in detail some of the challenges that children in this region of the world are confronting.

• Birth registration
• 33% or more children under 5 not registered
• Lowest rate found in South Asia and sub - Saharan Africa
• Children without birth certificates are excluded from education, health care, and social security
• Helping to keep children safe after Typhoon Haiyan
• Health
• Education
• Psychological well-being
• Dealing with HIV
• Treatment for adolescents
• Helping girls and women who have HIV from getting pregnant, is a high priority, to stop the spread of HIV

Explain how these experiences might have an effect on children’s emotional wellbeing and development.

• Education is important at all ages, but especially when the child is of understanding. Not getting the proper health care or assistance to psychological well being could impact their cognition. If a child isn't recognized then again how can they receive proper health care, education, or psychological well being?

Include a personal and professional reflection. Explain the insights you gained and the influences they may have on you as a person and as an early childhood professional.

• It's sad to see children not being recognized; it's bad enough having to deal with health issues, not being counted as an individual can be even worse. I can't imagine how it feels not knowing what's going to happen in my life from second to second. The United States in fortunate to have the luxury of being counted and babies registered.

Reference
http://www.unicef.org/eapro/; 2013Stocktaking Report on Children and AIDS

The Sexualization of Early Childhood

Share your reaction to the topic of the sexualization of early childhood. Well after working with children for almost 12 years, the topic of sexualization in Early Childhood doesn't surprise me. I have seen children do some interesting things in regards to sexualization.

Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment. I have seen children laying on their mat humping their mat and moving back and forth in a sexual maneuver, I have heard about little boys pulling little girls pants down underneath play structures, I have heard about kindergarten age boys putting their private into a girls mouth, and I have heard about a girl (age 3/4) tell a little boy to put his hand in her pants.

Explain the implications this may have on children’s healthy development. Include ideas you might have, as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children. Children exposed to sexualization will mostly continue to grow into that sexualiztion and maybe become very sexually active child/adult. Then there are some children who may grow out of this phase and grow up to become a respectful child/adult. It's hard to determine how this would affect a child development, they will discover their sexauality, yet one again, it's hard to determine how it will affect their development. The best way I see it, is for parents/families to address the issue as soon as it arises and not think it's funny and let it slide.

Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week. The awareness didn't start with this course, so it didn't modify or influence my awareness at all.

Evaluating Impacts on Professional Practice

I have experienced many "isms" during my years of teaching, the only ones that resonate with me the most are LGBTism and ageism. I had a difficult time reaching out to children and families of LGBT, due to the fact that I didn't agree with their life style and I didn't want anything to do with them. I had to remind myself that their children need help and support, just like every other family. I didn't have to neglect their child(ren) because I didn't agree with their life style. The consequences that the family and child(ren) suffered, was my lack of educating and support. I wasn't open to collaborating or communicating with them family.

Ageism was more of a judgmental/stereotype I did with people/families. I would think parents or families that were young didn't know how to take care or educate their child(ren). They were young, what did they know about raising children, they are still young themselves; those were some of the thoughts going through my head. Some families would prove me right and some would prove me wrong. I had to look past the age of the family and look more into the need of their child(ren). Children don't get to choose their family (majority of the time), so I couldn't take how I felt about their family out on the child. The consequences were my lack of understanding and providing appropriate education to their child or family.

Observing Communication

Provide an account of your observation. A teacher and a child were in a general conversation about small things

Describe what you noticed and learned. The teacher was engaging in conversation with the child and giving the child their attention. The child was very excited about what they were talking about and seemed to enjoy the teachers company.

Make connections between what you observed and the effective communication strategies presented in this week’s learning resources. What could have been done to make the communication more affirming and effective? I believe the communication was affirming and effective. The child kept talking and the teacher stayed right there with the child, giving them their attention. When another child would come over, they would reach out and acknowledge them by touching their hand or head, or holding in a side hug.

Share your thoughts with regard to how the communication interactions you observed may have affected the child's feelings and/or any influences it may have had on the child's sense of self worth. From what I observed, it seems that the child was happy and felt safe. They kept talking and no matter if another child came over, they didn't stop talking.

Offer insights on how the adult-child communication you observed this week compares to the ways in which you communicate with the children. What have you learned about yourself this week with respect to how well you talk with and listen to young children? In what ways could you improve? I give children the attention needed when they want to talk to me or tell me something. There is nothing that changed in how I communicate with children.

Creating Affriming Environments

•  Reflect on what your setting would look like: My setting would be in a home, I feel children will feel more comfortable in a familiar setting. I would make sure to have a rooms designated for play, eating, and sleeping. I will also make sure to have handicap accessibility.

• What elements you think you might want to include and for what reasons: I will make sure to have toys that are diverse in every way possible. I will have dolls, puzzles, cars, trains, coloring, manipulatives, books, animals, etc. I will make sure all areas are visible, such as writing, block, sensory, dramatic, kitchen, table and floor centers. I want to give my children that ability to explore what they want and feel free to be expressive as they want. In the book section I will have books on animals, feelings, friendship, culture, and differences. I have read books like these to my students and they seemed to enjoy it. 

• The various ways that you will strive to ensure that every child and family feels welcome and respected: I will make sure to post pictures and posters of different cultures and races. I will make sure every family knows they can come to me with any concern they have about my center and feel free to give suggestions. I will allow each child to express themselves and ask questions they are curious about, while teaching respect.

What I have learned

One hope that you have when you think about working with children and families who come from diverse backgrounds (any format and any length) I hope to inspire all families to be who they are and accept their differences from other cultures.

One goal you would like to set for the early childhood field related to issues of diversity, equity, and social justice (any format and any length) One goal I would like to set for early childhood is always learn, know, and acquire information about my students and their families, so I can properly assist them and help them become success. I give everyone a fair chance in learning and adjusting to change.

A brief note of thanks to your colleagues Thank you all for sharing your personal stories and thoughts about diversity as well as your discomforts/comforts. It has been great getting to know you from your writing and your life stories. I know you all will be amazing educators in diversity, because you have shown in your writing how to be diverse. I appreciate all the wonderful compliments said in previous blogs as well as discussions. Best wishes as we get ready to end this journey, only two more classes to go. I don't know about you all, but I am VERY excited to start applying what I have learned in these courses.

Start Seeing Diversity Blog: Creating Art

When I think of diversity, I think of different individuals coming together from all walk of life and cultures. Diversity is for everyone, no matter how young or how old. Diversity has been around since our ancestors, in fact each one of us is mixed with many different ethnic's. No matter what state, what family, or what culture, we all are apart of a diverse world and impact it with our lives. I have chosen to do a photo collage to display how I view diversity.

 

Photos courtesy of: Google

Start Seeing Diversity Blog: "We Don't Say Those Words in Class!"

A time when you witnessed an adult (or yourself) reprimand or silence a child after he or she pointed out someone they saw as different (e.g., "That lady talks funny," " That man only has one leg!" "Why is that man so pretty!"). Include what the child said and what the adult did or said in response. (Note: If you cannot think of a specific time ask a friend or family member.) Working in a daycare/preschool setting, things like this will often arise and teachers will have to deal with them. My center is diverse in teachers as well as children, so it is common for other children to notice something different about another child. My students (and some others) have commented on the fact that my skin is darker than theirs (Caucasian students) and some have said that, " Joan (name changed due to HIPPA) looks like you Ms. Onie, she is the same color." I laugh and say, "You're right." There was no harm done in them realizing that I and their peer looked similar in color and they didn't. This shows their growth, they are recognizing different things in their environment. I also have students who have to wear braces on their feet to help them balance when they walk, so some students have asked me, "why does Johnny (named changed due to HIPPA) have to wear those braces?" I simply tell them, "It helps them learn how to walk and keep their balance." Children are naturally curious about things, so it is natural for them to ask questions. When I feel a student is making fun of another students because they are different, I will tell them that's not nice.

What messages might have been communicated to this child by the adult's response I believe that they child understood that is was okay to ask questions to something they wanted to know about. Also, just because someone is different from them doesn't mean that they are less important than they are.

An example of how an anti-bias educator might have responded to support the child's (or classroom's ) understanding An anti-bias educator will listen to the child and explain to them how we are all different. Everyone in the world is unique; however, they are just as important as you and me. Derman-Sparks and Edwards stated it well in chapter 1, "As in all other areas of learning, young children try to make sense of their world by organizing what they observe and experience into "theories." This is true for how they explain their observations of skin color, gender, culture, disabilities, and so on." (Derman-Sparks & Edwards, 2010, p.14).

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

Blog: Gender, Gender Identity, and Sexual Orientation

Some of the ways you noticed that homophobia and heterosexism permeate the world of young children including books, movies, toys, stores, culture of early childhood centers, and schools

• With our world being diverse in many different venues, our children are subjected to many facets of life. Let's start with families, there are two sets of families at my current job that are homosexuals. Both families are female, however there used to be a gay couple who brought their children as well. Children who grow up to be homophobic are children who were never taught about gender and sexuality or given a chance to create their own opinion. In this weeks media presentation, one example of bias was when the children were playing doctor and the girl wanted to be a doctor, but one of the children said she couldn't because only boys were doctors. This is just a small example of how children view the world around them. Another example I have, in my classroom my students love to comment on colors and how some are boy colors and some are girl colors. They say pink is for girls and blue is for boys, well when babies are born that is the common colors we see them in, blue boys and pink girls. The narrator in the media segment stated, "One of the most helpful ways to respond to a biased comments is to ask why the child thinks that" (Laureate Education, Inc., 2011).

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

• Children are a open book, they want to know all they can and ask lots of questions, as they should. How can children learn if we don't teach them things about life? The truth is homosexuality has become big and there are many families who are same sex partners. Children have the right to make their own choice when they get older, so it is our job to educate them on those choices, whether heterosexual or homosexual, they have the choice. It would be on the same lines of black history, taking black history out of curriculum or history books when teaching about history. Black history played and still plays a huge part in American history, children need to know how society handled biases, prejudice, and racism.

Reference
Laureate Education, Inc. (Producer). (2011).  Start seeing diversity: Gender [video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3465515_1%26url%3D