Time Well Spent

 I had no idea how little that I new about Early Childhood Education. I thought children gained their education starting in elementary school. Head Start and Pre-K was babysitting jobs too me. Now, I am coming to a completion of my M.S. in Early Childhood Studies my thoughts of early childhood education has completely changed. I used to wonder why one of my friends were always reading to her toddlers, and now I know why. The importance of play, the vision of anti-bias education, and the four goals of anti-bias education are three deeply felt learning from this program.

Play is an important part of a child's early development. The children's brain begin to develop, and their language and communication skills begin to mature. They learn how to problem solve and their motor skills begin to develop. Ages 0 to 5 are the critical years of a child's health, well-being, and the overall trajectory or their lives There are milestones for children to reach at certain ages. The child has gained the foundation of their learning by the time he or she reaches age 5. They have formed their self identity, their gender, and their race. They have learned the difference between fairness and unfairness. This made me think back on Anti-bias education.

Anti-bias education is to make sure every child develop to his or her full potential, and they are to blossom. Louis Sparks and Julie Edwards are quoted "All children and families have a sense of belonging and experience affirmation of their identities and cultural way of being, All children have access to and participate in education they need to become successful, contributing members of a society, The educational process engages all members of the program or school in joyful learning, Children and adults know how to respectfully and easily learn, and work together in diverse and inclusive  environments, All families have the resources they need to fully nurture their children, and All children and families live in safe, peaceful, health, comfortable housing and neighborhoods." (Sparks & Edwards, 2010). 

I will take the four goal of anti-bias education with me: Each child will demonstrate self-awareness, confidence, family pride, and positive social identities, Each child will express comfort and joy with human diversity: accurate language for human differences, and deep, caring human connections, Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts, and Each child will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions." (Sparks & Edwards, 2010).

My one long term goal is help all children learn from each other by sharing their traditions and experiences, and by having their family members being a part of their class with weekly conversation with each student's families.

Dr. Ernst, I thank you for your feedback and guidance through this course which has been invaluable. My classmates, What can I say? I think of each of you as family now. You have been so supportive through our discussions. I hope all of you accomplish your dreams in this field of Early Childhood Education. I conclude with this quote by Maria Montessori “Free the child's potential, and you will transform the world.”.

Reference:

Edwards, J. & Sparks, L. (2010). Anti-Bias Education for Young Children and Ourselves.                                   NAEYC. Washington, DC.

Jobs/Roles in the ECE Community Internationality

I chose three communities of practice: Go Internationally! Exploring International Communities of practice in ECE. Diane A Rivera.

The Academy for Educational Development (AED) 

The Academy for Educational Development is a non-profit organization that aims to develop many areas including health, economic, civil society, and education. In 2011, Family Health International and the AED came together to create FHI 360. The organization earns its success through its different core values. It resonates with me because the organization helps people with passion, respect, and integrity promoting innovation, diversity, and excellence. They are also driven by a strong personal commitment to make a big difference in the lives of underprivileged people. FHI 360 works to cultivate a workplace by promoting understanding and acceptance of differences regardless of race, gender, sexual orientation, disability, culture, ethnicity, age, religion, and other diversities. The career opportunities for full-time and part-time are vast in all continents. I see interesting jobs related to learning and education, research, counseling, and early childhood most of them in the United States, Indonesia, and Kenya. Each position requires specific qualifications but all are looking people with these skills: good interpersonal skills and ability to work with others, organizational and administrative skills, ability to build and maintain relationships, and good communication skills – verbal and written.

International Step by Step Association (ISSA)

The International Step by Step Association (ISSA) caught my attention because they envision a society where families, communities, and professionals work together to empower each child to reach their unique potential and embrace values of social justice and equity, but more importantly, they believe in the holistic development of young children. The organization puts the focus in different age groups: from birth to three and for three to ten. They also impact other areas, like families, professional training, inclusion, and diversity. The organization is an international learning community powered by the leading early childhood experts in Europe and Central Asia. Their commitment to unite and support professionals and partners to deliver high-quality early years services equitably and the vision of challenging existing knowledge and practice and constructing new approaches and models seem interesting to me. At the moment, the organization does not provide available positions, however, they offer webinars and continued education to support teachers and school leaders' careers.

Childhood Education International

Childhood Education International works to transform education so that every child has access to quality and equitable learning experiences supporting their right to receive an education and learning. The organization not just ensures education, but also promotes education’s progress by transforming and reinventing education to meet the child’s needs, the needs of their community and workforce, and the emerging needs of the world. The organization supports its mission and vision by four guiding principles: start early, work collaboratively, act globally, and think innovatively. The 10 universal beliefs included in the Code of Ethics used also to inform about their decisions to contribute to advancing children’s education around the world seems thorough to me. The organization caught more of my attention knowing their print and online publications focused on innovations in education, policy, and research on a variety of topics. The publications offer a new path for early childhood educators and practitioners to write a small post or research articles. For ECE interested to share engaging stories about children and their potential, this is a great opportunity to catch up. (Rivera, 2020). 

Job Opportunities International:

Early Years Practitioner United Arab Emitates:

Skills: 

• Early Years Teacher
• Pre-School, Early Years Teacher
• KG/Foundation 1, Early Years Teacher
• KG/Foundation 2, Early Years Teacher
• IB PYP, Early Years Teacher

Kindergarten Teacher Candidate must be based in China Beijing, China.

Skills: 

• Early Years Teacher
• Pre-School, Early Years Teacher
• KG/Foundation 1, Early Years Teacher
• KG/Foundation 2, Early Years Teacher
• IB PYP, Early Years Teacher

Preschool Teacher; Permanent vacancy in Doha, Quatar:

Skills: 

• Early Years Teacher
• Pre-School, Early Years Teacher
• KG/Foundation 1, Early Years Teacher
• KG/Foundation 2, Early Years Teacher
• IB PYP, Early Years Teacher

Jobs/Roles in the ECE Community National/Federal Level

The National Association for the Education of Young Children (NAEYC) has an opening for a Senior Assessor.  Job skills are "Knowledge and Skills

• Demonstrated observation skills, including ability to use observation tools; 
• Demonstrated interpersonal and communication skills; 
• Demonstrated technological skills, including the ability to use tablets for data collection; 
• Basic administrative skills and professional communication utilizing technology.

Additional Information:

Physical Capabilities and Expectations

• It is expected that successful candidates will be objective, fair, and unbiased, adhere to conflict of interest procedures and be able to communicate with program administrators in an appropriate, professional manner. 
• An Assessor's job is both physically and emotionally demanding. 
• Assessors on an assessment visit can expect to work long hours with few breaks. Assessors must be able to sit comfortably on the floor and/or at child eye level for at least one hour. 
• Physical Requirements
  • Ability to sit on floor or at child eye level for at least one hour 
  • Walk up and down stairs, and up to one half mile
  Travel Requirements
  • This is a remote position comprised of 75% travel via air, rail, and car. Travel will be required for this role.
  • Organize and execute travel logistics including overnight accommodations 
  • Out of town trips are common and generally require two or more days' time. 
  • Have valid driver's license NAEYC, 2020).
  2. Director of Student Support Services: Appletree Early Learning Public Charter Schools:
• Documents and Codifies Student Support Services Policies and Programs
  • Provides leadership guidance on AppleTree’s policies and procedures related to student services, including Response to Intervention, Special Education, English Language Learners, and Positive Behavior Supports.
  • Demonstrates significant knowledge and understanding of the problem-solving Response to Intervention model and ensures policies for student support services programs adhere to model.
  • Researches a variety of topics required to manage student support services listed above (e.g. relevant policies, new federal and state statutes, staffing requirements, financial resources, etc.) for the purpose of developing updated or new programs/services, ensuring compliance with regulatory requirements, securing general information and/or responding to requests.
  • Devises and supports forward-thinking development of programming in related areas of student support services in service of all AppleTree staff (e.g. opportunities for professional growth and program expansion).
  • Evaluates effectiveness of student support services and makes adjustments as needed in support of students, staff, and families.
  • Develops expertise in AppleTree’s Every Child Ready comprehensive instructional model, and ensures overall student support programs and services policies align with Every Child Ready implementation with fidelity and quality.
  Manages Budget, Compliance and Reporting
  • Prepares and submits monthly report on program activities to the Chief of Schools and monitors program budgets.
  • Facilitates meetings, workshops, seminars, etc. for the purpose of identifying issues, developing recommendations, and supporting other staff with student support services topics.
  • Provides approved information to the community regarding AppleTree’s student services programs.
  Supervises Student Support Services Staff
  • Responds to issues involving staff, conflicts in policies and regulations, community concerns, parental requests that may result in some negative impact and/or liability if not appropriately addressed for the purpose of identifying the relevant issues and recommending or implementing a plan of action that will efficiently resolve the issue.
  • Performs personnel functions (e.g. interviewing, evaluating, supervising, etc.) for the purpose of maintaining adequate staffing, enhancing productivity of personnel and achieving objectives within budget.
  • Coordinates and/or develops and leads related professional development opportunities for AELPCS student support staff based on demonstrated needs.
  • Ensures student support services staff are fully trained on Every Child Ready instructional model and AppleTree’s Response to Intervention framework.
  Manages for AppleTree mission alignment and achievement
  • Serves as a member of the AELPCS leadership team; performs related duties consistent with the scope and intent of the position as assigned.
  • Elevates importance and value of student support services at leadership level and across the network.
  • Participates on AELPCS and/or AppleTree Instructional Quality policy and/or planning committees as assigned.
  • Uses data and other resources to make recommendations for programmatic and policy improvements/revisions.
  • Works cooperatively and collaboratively with staff, AIQ and AELPCS Leadership teams, parents and outside agencies to assure that individual student needs are being met.
  • Coordinates special projects as assigned.
  
  
• 3.Preschool Assistant Director: Cadence Education:
• Preschool Assistant Director Required Skills:
  • Proven experience and success at an Assistant Director of a large school
  • Minimum of 3 to 5 years of hands-on teaching experience
  • Compliance with state licensing standards for a preschool program director, including but not limited to criminal background screening and fingerprinting
  • Minimum requirement of education/experience within one of the following:
  • Bachelor's degree from an accredited college/university combined with 6+ months of experience in the group care of children – or –
  • Bachelor of Science in Early Childhood Education – or –
  • Associate's degree or equivalent combined with 1+ year in a supervisory position and 2+ years of experience in the group care of children
  • Comprehensive knowledge of national and state education standards, licensing requirements and procedures, and fire, health, and OSHA regulations
  • Strong knowledge of USDA Nutritional Standards for Schools
  • Must be at least 21 years old and meet corporate driving requirements.
• 
  

Exploring Roles in the ECE Community: Local and State Levels

Georgia Association for the Education of Young Children. I chose this organization because of it support for young children ages birth-9, and its is the Georgia Affiliate of the National Association for the Education of Young Children (NAEYC). Council for Professional Recognition. I chose this organization for its resources for continued professional development. Georgia Decal Bright From the Start. I chose this organization because it meets the needs of Georgia children and their families.

Teach Georgia provides job opportunities for educators seeking employment opportunities with the Georgia Public School systems from grades K-12. Indeed lets you type in the type of job you are looking for in any state, and you have the opportunity to scan the jobs in your profession, and you can submit applications directly from the site. State of Georgia site lets you chose your field, and then you can search for the jobs which you are interested in.

I am planning on opening a child care center once there is a handle on CONVID-19. I will continue to be an Adjunct Instructor in Adult Education, and once I complete my Master in Early Childhood Studies, then I will seek a second opportunity as an Adjunct in Early Childhood Studies.

Reflecting on Learning

I was strolling through my facebook, and I came across this story. A neighbor called the police on a little white girl in 3rd grade who wrote "Black Lives Matter" on a quiet neighborhood street. In our readings a child knows when someone is being treated unfairly, and Mira Acklin a nine year old white girl decided to make a difference. She says "She does not have a loud voice", but black and white people should be treated the same, and this is why she wrote "Black lives Matter on her street in chalk art.

There was one neighbor who complained, and she called the police. The police told Mira that she should keep up her idea and when the rain washes it away that she should write it again. Mira's mother is supporting her, and most of her neighbors are too. One black father brought his daughter to help Mira for support, and his daughter joined in the writing to support "Black Lives Matter." Mira says she would keep doing it again and again until its get bigger. The eyes of our children have so much value to do what is right.

Mira says people of color should not have to feel bad because of their skin color. There is hope to break the cycle of racism among the different races. We as early childhood educators must find Mira in our female students of different races, and we must support them, and we need to be their voice when needed to right the wrongs of racism. Mira did not have a loud voice, but she used chalk art on her street to be her voice. The police came and her whole body was shaking but that did not stop her. She could not understand why people hate one another because of their skin color. A third grader voiced her opinion on how she feel.  Myra says I am going to make it bigger and bigger, and I am going to do it all over and over again.

Resource

Black Lives Matter, 2020. ABC 16 News Video

Reflecting on Learning

My most passionate goal in Early Childhood Education is to be the change in my classroom and community, but most important is to make a difference in every child's life that I come into contact with in my classroom. Less than one hour ago, I had a conversation with my friend who owns a Chinese restaurant. She is worried about the start of school, and she is most worried about the safety of her child, and how her child will be received by her classmates because of her Chinese heritage. Her little girls has allergies, and she is very worried about the health of her child when in classroom classes begin.

I was thinking as an early childhood educator how would I approach this problem. The course has taught us that the fear of difference is what causes problems in our society. Some children parents has taught them to be prejudice against people. We must unlearn children and ourselves our biases which we have towards certain group of people. I asked my friend did she know that the school is offering online schooling for the 2020-2021 school year. There are many school administrators and teachers who visit her restaurant for our community, and I told her to call the elementary school and to ask the school how does she enroll her daughter into the online classes for the school year.

She is worried about her child being teased about CONVID-19 because of her child's heritage. I would tell her to use her contacts with her child's school system to use persona dolls both in the classroom and the online classes to teach the children that teasing or becoming physical with someone of Asian heritage is wrong. I would use an Asian doll to express to the class how his or her feelings are being hurt because of the racial remarks and physical harm that he or she has received because people have blamed CONVID-19 culture. This course has taught us that children know right from wrong, and they will work together to do what is right.

I have really enjoyed being in this class. You are now family to me and not just classmates. I hope we continue to grow together in the early childhood field, and we continue to share our experiences in the classroom to help each of us become better educators. Yes, I will apply some of your recommendations that you are using in your classrooms in how to communicate with my students, coworkers, and my student's family members. Open communication, the education and the welfare of the child, and building relationships with the family members will be the foundation of my classroom.

Impacts on Early Emotional Development

I choose the country of Belize from Latin America. This country is a frequent vacation site for some of my friends. They are always talking about the beaches. One of my friends loves the cigars. I have never really heard them talk about the culture of the people. I am planning on visiting this country one day. I hope to visit the neighborhoods, and I hope that I get to learn the culture of the people.

In my readings The Belizean children have a high poverty rate. The mortality rate is 18 out of every 1000 babies dies. There is a poor mortality rate. 27% of the schools have contaminated drinking water. Only 55% have access to quality early childhood education. Only 24% of the fathers support their children while the children are growing up. 65% of the mothers are there for their children in the early childhood years. Children ages 1-14 experience physical and psychological abuse from their parents or guardians.

These children are now facing cyber bullying or exploitation by adults online. Children will not have  had no one to prove them a safe, caring, and protective environment. There are fewer role models for them to follow, and their teachers, parents, or guardians will not have the necessary tools to provide them a strong foundation of early childhood education. There is a lack of nutrition which causes stunted growth in some children. Children are losing their love ones to accidents diabetes, gang violence, heart disease and aids.

A personal and professional reflection is that I as an educator must invest time and effort to get to know my students and their families. I must visit their cultures, and I must bring their cultures into my classroom. I must get to know the family members by having an open and respectful relationship with them. I must listen to their suggestions even if I don't agree with them. I must find a way to come to an agreement with the family members to provide a sound educational foundation for their child.