Time Well Spent - EDUC 6990

I started this Master’s journey with Walden 3 years ago. I started with a 9 month old at home. Since then I have changed jobs twice and had another baby – all while balancing classes. At times I didn’t think I could do this or that the end would ever come – but I am here,  I made it (WE) made it!

As we bid farewell, I want to thank you all of you for your support, guidance, and wisdom.  They say it takes a village to raise a child, but it took a village to get me through my Master’s Program – and that village included all of you! Dr. E has been amazing and knew just the right questions to ask or when to push – THANK YOU!

Three deeply felt learnings from this program:

1) Anti-bias education is real and needs to be taught, advocated for, and not overlooked

2) My peers are full of wonderful knowledge and should be utilized MORE than just help with lesson planning or to vent to…

3) Making change in myself or local community is a process but it can and should be done, take action!

One Long-term Goal for me is to pursue my capstone. I am already in talks with collaborating with another group in my region, but I want to see where this can go!

My contact information outside of Walden is: Dmfrick1@gmail.com please feel free to blog or email me! Thank you all again! 

My favorite poem is for you

No way. The hundred is there.

The child

is made of one hundred.

The child has

a hundred languages

a hundred hands

a hundred thoughts

a hundred ways of thinking

of playing, of speaking.

A hundred always a hundred

ways of listening

of marveling, of loving

a hundred joys

for singing and understanding

a hundred worlds

to discover

a hundred worlds

to invent

a hundred worlds

to dream.

The child has

a hundred languages

(and a hundred hundred hundred more)

but they steal ninety-nine.

The school and the culture

separate the head from the body.

They tell the child:

to think without hands

to do without head

to listen and not to speak

to understand without joy

to love and to marvel

only at Easter and at Christmas.

They tell the child:

to discover the world already there

and of the hundred

they steal ninety-nine.

They tell the child:

that work and play

reality and fantasy

science and imagination

sky and earth

reason and dream

are things

that do not belong together.

And thus they tell the child

that the hundred is not there.

The child says:

No way. The hundred is there.

-Loris Malaguzzi (translated by Lella Gandini)

Founder of the Reggio Emilia Approach

International Organizations and Employment Opportunities - EDUC 6990

This week I reviewed several international organizations. I again found it difficult to find new postisions I would be qualified for and that I had experience. It sounds like I have some new career goals to add to my list!

“UNICEF believes all children have a right to survive, thrive and fulfill their potential – to the benefit of a better world” (UNICEF, 2015).  UNICEF is established in over 190 countries all over the world and fights for equity, gender fairness, and access to services (UNICEF, 2015).  One of UNICEF’s priorities in education is access to early childhood education and school readiness.   Studies have shown that children who have access to early childhood programs lead to higher educational performances and later employment opportunities.  (UNICEF, 2012).  UNICEF advocates towards school readiness include work at policy and program levels, parenting education, and community programs. 

Job Opportunities with UNICEF

There were many opportunities to work with UNICEF in the U.S. (mostly New York or California) or else where around the world. Both of my browsers did not support their site and I could not view details on the positions listed. Some positions listed were: Human Resources Officer, Planning Specialist, Child Protection Specialist, Travel Assistant.  Without reading the job descriptions, I am unsure of which I would be interested in or possibly qualify for (UNICEF, 2015). 

UNICEF. (2012). Early Childhood Education and School Readiness. Retrieved from http://www.unicef.org/education/bege_61627.html

UNICEF. (2015). About UNICEF. Retrieved from http://www.unicef.org/about/  and http://www.unicef.org/about/employ/

Save the Children

Save the Children initially started in the state of Kentucky providing hot lunches, clothing, and school supplies.  From the 1930’s until now, Save the Children has been providing children with the things they need for survival, providing, emergency response services, education, health and nutrition services, disaster response, HIV/AIDS,  and working to stop hunger . Save the Children works in the United States, Africa, Asia, Latin America, and the Greater Middle East.  (Save the Children, 2015). 

Positions with Save the Children vary and also extend Internationally.

The first that caught my eye was a position in the U.S. for an Early Childhood Education Manager.  This person  provides oversight and support to Head Start Programs in the Indianola, Mississippi region.  “This position will provide training and technical assistance to the partnering agency staff to ensure high-quality programming; monitor child and teacher progress and performance to ensure that they are achieving program objectives; consult with the DHA and STC national team as needed, to resolve complex issues; and, ensure compliance with Head Start regulations and performance standards” (Save the Children, 2015). 

Skills I would need to fulfill this position: I would need more supervisor experience as well as Head Start Experience. Most of my career is with the Great Start Readiness Program (state funded) and as we align with Head Start on many things, I expect that many things are also different. 

Internationally, no positions appealed to me. 

Save the Children. (2015). What We Do. Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6146357/k.2755/What_We_Do.htm

Save the Children. (2015). Careers. Retrieved fromL https://chc.tbe.taleo.net/chc01/ats/careers/jobSearch.jsp?org=SAVETHECHILDREN&cws=1&msource=wewscwww1112&__utma=1.1963013904.1449362163.1449362163.1449362163.1&__utmb=1.31.9.1449363202120&__utmc=1&__utmx=-&__utmz=1.1449362163.1.1.utmcsr=(direct)|utmccn=(direct)|utmcmd=(none)&__utmv=1.|1=gs=Es1=1&__utmk=192484266

ISSA International Step by Step Association

ISSA’s mission is to provide high quality care and educational services for all children from birth through primary school (birth through 10 years old), with a focus on the poorest and most disadvantaged ensure greater inclusion of family and community participation in children's development and learning, and to ensure social inclusion and respect for diversity (ISSA, 2015).  ISSA is established in close to 40 countries – mostly in Europe and Central Asia. 

I could not find employment opportunities listed on their site.  They do however have information on how to become a member of ISSA and two other Programs. 

ISSA. (2015). Mission. Retrieved from http://www.issa.nl/content/mission

Job/Roles in the ECE Community

For this assignment, I chose one well known early childhood organization (ZERO TO THREE) and then really tried to broaden my knowledge on early childhood organizations. I found two more but was unsuccessful in finding jobs with in their organization... 

#1

 “ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development. Our mission is to ensure that all babies and toddlers have a strong start in life” (Zero to Three, 2015).   I chose ZERO TO THREE because I have used their website for guidance and content for many years.  Their support for children, families, and educators makes them a primary resource for me and naturally I went there first to look for positions. 

Position: Senior Subject Matter Expert – PRE-K

This interested me initially because my entire teaching career has been in preschool (with a short stint in kindergarten!)

I think that before applying for a position like this, I would need to spend some time as an Early Childhood Specialist to gain experience with the CLASS system and Head Start knowledge. 

Some of the job requirements are: 10 years minimum experience in early childhood professional development systems work · Strong knowledge of early childhood development birth to five, with particular focus and experience with services to preschool aged children ; · Strong knowledge of CLASS Pre-K observation tool and other program, teacher and child-level assessment tools commonly used in early childhood preschool programs · Strong knowledge of Head Start program development, the Head Start Program Performance Standards, Head Start Outcomes Framework, and HS technical assistance resources; · Strong knowledge of CCDF and Public Pre-K programming trends and regulations in states and territories · Excellent conceptual, written and oral skills; · Experience with organizing, developing and providing technical assistance resources to a variety of audiences; · Ability to work with a team as well as independently; · Strong oral, written and computer skills; · Strong interpersonal skills; and · Ability to read, analyze and interpret complex documents. · Reliable CLASS Pre-K observer preferred

http://zerotothree.org

 #2

NEA – National Education Association.  The NEA “vision is a great public school for every student. Our mission is to advocate for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world” (National Education Association, 2015).

The NEA also has a committed promise to support Early Childhood education because supporting early childhood education supports all children in kindergarten and beyond.  The NEA has many positions posted but seem to be more on the business side and not geared towards educators. I would not pursue a position with them at this time.

http://nea.org

#3

I found the T.E.A.C.H. Early childhood National Center in my research this week. I have heard to the TEACH grants but did not know what they were… T.E.A.C.H.  was originally started as a scholarship to attract people to become highly qualified educators from the child care field because teachers were leaving the field.  TEACH has awarded more than 100,000 scholarships ranging from CDA credentials to Masters Degree’s. (WHY DIDN’T I look into this!?).  Because of their support for leaders in early childhood education, I Found myself drawn to their organization for job hunting.  Although they have a Staff Page posted on the website, there are no actually career opportunities posted with in the website that I could find. 

http:// http://teachecnationalcenter.org

State and Local Organizations EDUC 6990

My Home State: MICHIGAN

Local/State Organization or communities of practice I am interested in:

MiDEC – Michigans Division for Early Childhood http://www.michigandec.org/

The MiDEC’s mission states, “MiDEC is dedicated to promoting policies and evidence based practice to support families and enhance the optimal development of all children. MiDEC shall encourage and promote the professional growth and quality practice to support young children with exceptional needs and their families” ( MiDEC, 2015).  I chose the MiDEC because their mission is to support young children and their families.  Work with families is a passion of mine and working with an organization that’s mission is to support children and their families seems like a good fit! I have also attended professional conferences led by the MiDEC and was pleased with their work. 

MiDEC did not have official employment opportunities posted but they did have links to join their community, be an advocate for young children, and contacts for their board.  I think my teaching experience as well as my continued focus in Early Childhood Education with Walden University qualifies me for future board opportunities or as a conference presenter. 

MiAEYC – Michigan Association of Education of Young Children  http://www.miaeyc.org/

“The Michigan Association for the Education of Young Children is committed to improving the education and welfare of children from birth through age eight” (MiAEYC, 2015).  Because of the local and state work the MiAEYC supports, future opportunities with them could be running for a position on their governing board, presenting at a conference, or being part of the local chapter in my area (Grand Traverse). The site also posts positions related to the early childhood field for the entire state including many Great Start Readiness Program positions like the one I am in currently.  Joining my local AEYC chapter would be a great Community of Practice to start in and network. 

Great Lakes Children’s Museum http://greatlakeskids.org/

The Great Lakes Children’s Museum is a hands on learning museum in my local area.  Along with a passion for families, I have passion for learning through play.  A children’s museum is literally the dream classroom for a preschool teacher like myself with such features as a giant water table with parts to change the flow of water and test different hypothesis about what might happen, open ended art areas, indoor climbing and play area, inquiry into the boating and fishing that occurs in our region, a lighthouse book area and dramatic play area.  The Great Lakes Children’s Museum is ran by volunteers and has a board of trustees to oversee.  The museum is funded by grants and other donors. 

I think I could offer some great ideas on how to change out stations periodically to keep things fresh and families interested in coming but I would need to gain some skills in grant writing to help on the financial side. 

Traverse Bay Intermediate School District (TBA ISD) http://www.tbaisd.org/

The TBA ISD has a wide range of employment options. There are no current positions posted that interest me, but one that I am extremely interested in for the future is become an Early Childhood specialist.  As a current classroom teacher, I work closely with my early childhood specialist on topics of behavior, academic concerns for children, classroom environment, materials, and best classroom practices.  I would love an opportunity to support other teachers in their classrooms like so many have done for me.  Further training I would need would mean becoming certified to administer the PQA Assessment in classrooms (Preschool Quality Assessment). 

Great Lakes Children’s Museum (2015). Retrieved from http://greatlakeskids.org/.

Michigans Division for Early Childhood (2015). Retrieved from http://www.michigandec.org/.

Michigan Association of Education of Young Children (2015). Retrieved from http://www.miaeyc.org/.

Traverse Bay Intermediate School District (2015). Retrieved from http://www.tbaisd.org/.

EDUC 6990 - CAPSTONE

Hello and welcome to my blog for EDUC 6990 :)

week 8- Hopes, Goals, Thank you

My most passionate hope for the future as an early childhood professional is to have continued [local, state, federal] support in funding and advocacy to push for best practice in all early childhood settings.

My goal for the children and families I work for is to provide them with a safe and nurturing environment where the activities and experiences are rich in language, literacy, social-emotional and physical development, and is anti-bias.

I would like to thank all of my colleagues from this course.  You have provided me with support and also opened my eyes to anti- bias education through your personal experiences, discussions, and blogs.  We really have an amazing support group with in the early childhood field and I appreciate getting to know each of you and wish you all of the best in your next steps as an early childhood educator.  Thank you!

No way. The hundred is there.
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.

-Loris Malaguzzi (translated by Lella Gandini)
Founder of the Reggio Emilia Approach

Week 7 Children around the world

I chose the Middle East and North Africa region because of it’s current status in the news with all of the war and turmoil happening in this region. I am interested to learn what children are experiencing in these nations. 

The nations in this region are:

Algeria Bahrain Djibouti Egypt Iran (Islamic Republic of) Iraq Jordan Kuwait Lebanon Libya

Morocco Oman Qatar Saudi Arabia State of Palestine Sudan Syrian Arab Republic Tunisia United Arab Emirates Yemen

Challenges children in this region are confronting:

Clean drinking water and other sanitation needs

HIV (Aids) Epidemics

Low birth weights

Anemia

Lack of fresh foods

Chronic Malnutrition

Access to education Or Children refusing education for the need to work to earn money for the family

Refugee camps

Family’s separation

Families in transitional housing

Teachers being trained on psychosocial support

Emotional Distress of children following emergencies

Lack of vaccinations - Polio epidemic, Measles

Unsafe living conditions (homes that are in rubble)

Female genital cutting

Child labor (All of the above learned from UNICEF, 2011) .

These challenges affect children in this region in many ways. Negative early experiences can impair children’s mental health and effect their cognitive, behavioral, social-emotional development (Trustees of Columbia University, 2010).  Children in the Middle East are experiencing many of these risk factors all at the same time.  When a child has lost a parent to death or displacement, they could have attachment disorders.  “Attachment is an important marker for social-emotional development. Poor attachment, especially maternal attachment, can negatively impact children’s social-emotional health, and development (Trustees of Columbia University, 2010). Children in this region are in the fight or flight mode.  Some are fighting to stay alive the best they can and some are fleeing to where they think they will have a better life – both are delaying physical, cognitive, and social growth the children need and gain from having a stable home life. 
 

My heart aches for these children and all of the turmoil they have experienced at such a young age.  As a mother, reading the things these children go through puts my children’s life into perspective. Just today I was frustrated with my son ignoring some of my requests and my daughter was over-emotional about everything today.  I snapped a few times and I feel terrible about it. My children are loved, they have two adoring parents, they have more food than they could ever want, they have a nice warm/cool home, they have age appropriate toys to challenge them, they have clothing, technology, and “peace” in their world. 

 

When I think about the students  I work with, they come from homes with turmoil – different than what the children of the middle east are experience, but still turmoil.  My children are experiencing divorce, homelessness, hunger (not to this extreme but…), fear in their safety as well as their mothers/siblings etc.  The children I teach are living in states of turmoil and this activity has definitely made me step back and realize that they need the basics before I can help them. They need to feel safe and loved first and then learning can occur. 

 

References

 

Trustees of Columbia University, The. (2010). National Center Center for Children Children in PovertyPoverty (NCCP). Retrieved from: http://www.nccp.org/publications/pub_882.html

UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/