What an amazing journey this program has been. There are so many things I have learned. I have learned that I can make a difference in the lives of those I teach. I have learned how big of a part communication plays in making these differences. Without parent and family communication, we cannot get to the heart of many problems and situations and offer support. Also, I have realized how important the help from other colleagues, individuals and organizations can be. We do not need to try to do everything on our own. A support group is very beneficial.
A long term goal I have acquired is to keep learning. The more we learn the more able we become to help those in need.
To my fellow colleagues, I feel as though I know many of you personally even though we never met. I want to thank you for many words of encouragement you have provided along the way. I wish each of you the best. Let's all be proud of this accomplishment we have gained during our early childhood professional journey. God bless you all.
Friday, August 22, 2014
Monday, August 4, 2014
Job/Roles in the ECE Community: Internationally
While searching a variety of international jobs that
foster the well-being of children and families, these are the opportunities I
found interesting. It is my passion to work with struggling children and
families to help them live a more productive life. Although I am not qualified
for all of these positions, I think the work would be extremely beneficial.
Save
the Children
Emergency
response: Food Security & Livelihoods Manager
The
Food Security and Livelihoods (FSL) Programme Manager will be based in either
Western Visayas or Leyte overseeing food security and livelihoods programs in
Haiyan affected provinces. In addition to directly managing FSL related grants
in these areas, the FSL Manager will be expected to lead on programme planning,
master budgeting, recruitment and procurement in the field bases. The FSL
Manager will also manage staff within the area response and support the FSL
Advisor on programme design, proposal writing, coordination and capacity
building and will work with Monitoring Evaluation and Learning (MEAL)/FSL
Advisor on assessment, monitoring and evaluation activities. The post holder
will be expected to mentor and guide existing country programme staff.
QUALIFICATIONS AND EXPERIENCE
Required
- At least 3 years of management
experience in emergency, fragile state or development programs.
- Experience in market analysis
and cash programme design
- Previous experience of managing
an FSL team at national level
- Experience of and commitment to
working through systems of community participation and accountability
- Proven capacity to supervise,
and coach staff in FSL technical skills
- Ability to write clear and
well-argued assessment and project reports
- Politically and culturally
sensitive with qualities of patience, tact and diplomacy
- A high level of written and
spoken English
- Commitment to the aims and
principles of Save the Children. In particular, a good understanding of
the Save the Children mandate and child focus and an ability to ensure
this continues to underpin our support
Although I am not qualified for this position, I think it
would be a very honorable and fulfilling career opportunity.
United
Nations Children’s Fund (UNICEF)
For 60 years, UNICEF has been
working on the ground in 190 countries and territories to promote children's survival,
protection and development. The world's largest provider of vaccines for
developing countries, UNICEF supports child health and nutrition, good water
and sanitation, quality basic education for all boys and girls, and the
protection of children from violence, exploitation, and AIDS. UNICEF is funded
entirely by the voluntary contributions of individuals, businesses, foundations
and governments.
Education
Specialist-Turkey
Purpose of the Position
Under the overall guidance of the
Deputy Representative, the incumbent is accountable for the development,
design, planning, implementation and management of the Child Development and
Education programme within the country programme
S/he is to promote inter-sectoral and innovative partnerships in order to ensure that progress benefits education and other programmes, in particular child protection, youth participation, communication for development and Social policy. Collaborates across the programme(s) to ensure gender mainstreaming.
Lastly, as the Chief of Child Development and Education Section, the incumbent must provide guidance and synergize the formulation and coordination of UNICEF's Education in Emergencies (EiE) strategic response to the Syrian crisis in Turkey, in light of the specificities and crisis management capacities of Turkish authorities.
S/he is to promote inter-sectoral and innovative partnerships in order to ensure that progress benefits education and other programmes, in particular child protection, youth participation, communication for development and Social policy. Collaborates across the programme(s) to ensure gender mainstreaming.
Lastly, as the Chief of Child Development and Education Section, the incumbent must provide guidance and synergize the formulation and coordination of UNICEF's Education in Emergencies (EiE) strategic response to the Syrian crisis in Turkey, in light of the specificities and crisis management capacities of Turkish authorities.
Qualifications of Successful
Candidate
Advanced university degree in one or
more of the disciplines relevant to the following areas: Education; Primary Education,
or Social Sciences fields relevant to international development assistance.*
Some demonstrative capacity to identify and monitor gender and other inequalities, as well as develop and implement gender mainstreaming in programmes.
Eight years of relevant work experience at national and international levels in fields relevant to Education programmes.
Experience working in the UN or other international development organization an asset.
Familiarity with Emergency.
Fluency in English and a second UN language. Fluency in both Arabic and Turkish highly desirable.
*A first level university degree with a relevant combination of academic qualifications and experience may be accepted in lieu of the advanced university degree.
Some demonstrative capacity to identify and monitor gender and other inequalities, as well as develop and implement gender mainstreaming in programmes.
Eight years of relevant work experience at national and international levels in fields relevant to Education programmes.
Experience working in the UN or other international development organization an asset.
Familiarity with Emergency.
Fluency in English and a second UN language. Fluency in both Arabic and Turkish highly desirable.
*A first level university degree with a relevant combination of academic qualifications and experience may be accepted in lieu of the advanced university degree.
Academy
for Educational Development
FHI 360 is a nonprofit human
development organization dedicated to improving lives in lasting ways by
advancing integrated, locally driven solutions. Their staff includes experts in
Health, Education, Nutrition, Environment, Economic Development, Civil Society,
Gender, Youth, Research and Technology; creating a unique mix of capabilities
to address today's interrelated development challenges. FHI 360 serves more
than 60 countries, all 50 U.S. states and all U.S. territories. We are
currently seeking qualified candidates for the position of: Capacity
Building Technical Advisor based in Abidjan, Cote d'Ivoire.
Capacity Building Technical Advisor
Position Description:
The Capacity Building Technical
Advisor (CBTA) will provide technical guidance to the local government and
communities to protect and provide for the most vulnerable, including OVC,
PLHIV and adolescent girls in Cote d’Ivoire in support of a USAID-funded,
5-year, multi-million dollar program in West Africa. Availability
of the position is contingent upon issuance of an award of a USAID Request for
Proposal (RFP), and selection of final applicant is subject to USAID approval.
The CBTA will provide in country
direction for all capacity building development program activities to ensure timely
implementation of project deliverables.
Qualifications:
- At least 10 years of experience in designing and
implementing operations and research projects in Africa targeting the most
vulnerable including OVC, PLHIV and adolescent girls
- MA/MS in Social Science/Education/Gender
- Demonstrated experience in OVC program quality
improvement working in partnership with CSOs and Government entities at
all levels
- Demonstrated leadership, strategic planning, and
technical skills in programming for orphans and vulnerable children with a
focus on PLHIV
- Demonstrated experience in the design and use of
training curricula
- Solid skills in data analysis, synthesis, reporting and
presentation
- Skills in research design, research methods,
quantitative and qualitative data analysis and management
- Excellent organizational, writing, communication and
negotiation skills
- Experience managing analysis, synthesis, documentation
and dissemination of lessons for a range of stakeholders
- Fluency in speaking, reading and writing both English
and French
REFERENCES
United Nations Children’s Fund (UNICEF). (n.d).
Retrieved from http://www.unicef.org
Tuesday, July 22, 2014
Jobs/Roles in the ECE Community:National/Federal Level
As I researched organizations at the national/federal level, I found several that appeal to me including The National Center for Children in Poverty, NAEYC, and Zero to Three. All of these organizations are designed to foster the well-being of children, families, and the early childhood field.
The National Center for Children in Poverty (NCCP) is one of the nation’s leading public policy centers dedicated to promoting the economic security, health, and well-being of America’s low-income families and children. NCCP uses research to inform policy and practice with the goal of ensuring positive outcomes for the next generation. This organization promotes family-oriented solutions at the state and national levels.
NCCP vision:
• Family economic security
• Strong, nurturing families
• Healthy child development
Associate Research Scientist
Description
The Associate Research Scientist will assume the role of Director of Child Care & Early Education Research Connections and will provide overall leadership for this multi-dimensional, web-based project, operated through a cooperative agreement with the Office of Planning, Research and Evaluation (OPRE) in the Administration for Children & Families, DHHS. The Director guides project activities for which staff at the National Center for Children in Poverty have primary responsibility (ongoing development of the site's comprehensive database of research on early care and education and outreach to researchers, policymakers, and other stakeholders in the field). Also oversees work on activities conducted by NCCP's partner/subcontractor, the Inter-University Consortium for Political & Social Research (ICPSR) at the University of Michigan (maintenance of the project's state of the art website; growing its archive of datasets for secondary analysis), and guides and coordinates activities for which NCCP and ICPSR share responsibility (technical assistance and training; development and maintenance of metadata describing the project's collections of research and datasets). The position is 60% time and effort with opportunities for the candidate to pursue own research in support of NCCP's mission to potentially bring to full-time (100%) status.
Qualifications
The position requires a Ph.D. or Ed.D. or equivalent in Early Childhood Education or a related field. Must have knowledge of early childhood research, policies, and programs, as well as experience with various forms of outreach to research and policy audiences. Candidate must have demonstrated excellent oral and written communication and interpersonal skills, grant writing experience, and five or more years of relevant experience beyond the doctoral degree.
My thoughts about this organization and job opportunity… I have a desire and passion to help meet the needs of children and families who are struggling. This organization is committed to helping families in difficult situations. Although I am not qualified for this particular job, I think it proves to be very beneficial to helping meet my challenge.
The National Association for the Education of Young Children (NAEYC) is committed to improve the quality of child care by establishing quality programs that meet particular standards.
Senior Director, NAEYC Academy for Early Childhood Program Accreditation
NAEYC seeks an effective leader with proven success managing large complex systems and expertise in organizational administration and management to lead the NAEYC Academy for Early Childhood Program Accreditation. Recognized as the gold standard for excellence in early childhood education, the NAEYC Academy works to improve the quality of child care, preschool and kindergarten programs by establishing high-level, research-based standards and accrediting programs that meet these standards. The Senior Director, working collaboratively within the overall NAEYC staff structure, manages a team of approximately 30 people. Through strong leadership and effective management, the Senior Director:
• Maintains the NAEYC program standards as the gold standard of excellence in early childhood education, reflecting current evidence from research and practice.
• Ensures that NAEYC Accreditation supports continuous quality improvement, is rigorous but not unduly burdensome to programs, and provides a valid and reliable assessment of program quality.
• Works with senior leadership and Council to make NAEYC Accreditation a critical component of total quality improvement processes for early childhood systems at the national, state and local level.
• Reaches out to states and other systems to form partnerships that utilize NAEYC Accreditation as a cost-effective approach to improving early childhood systems.
• Ensures mission-focused, cost-effective day-to-day operations of the NAEYC Academy, through supervising and mentoring staff, fiscal management (e.g. develop and monitor budgets, contract management), planning and execution.
Requirements: Demonstrated leadership and management skills administering early childhood systems and quality improvement initiatives. Demonstrated track record of staff supervision that motivates excellent performance and supports ongoing staff development. Excellent organizational, communication and interpersonal skills. Strong conceptual and analytic skills and talent for innovation. Advanced degree in nonprofit management, business administration and/or early childhood education/child development preferred. Some travel required.
My thoughts about this particular organization and job opportunity… The NAEYC is a remarkable organization that promotes the well-being of children in a variety of ways. I think this would be an amazing and honorable job to obtain.
ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development. Zero To Threes mission is to ensure that all babies and toddlers have a strong start in life.
Senior Information Specialist
The Senior Training Specialist is responsible for contributing to the efforts of the EHS NRC to develop a comprehensive body of knowledge for the EHS and MSHS community by organizing and enhancing the quality of EHS NRC training efforts. This position will provide a limited number of research-based training through face-to-face venues as well as distance venues (audioconferences, webinars and/or webcasts). This position will work closely with the Senior Training Coordinator to ensure quality across EHS NRC trainers by reviewing power point slides and other materials for consistency; organizing the electronic filing system for maintaining PowerPoint slides and training handouts; and creating training templates, utilizing previously developed PowerPoints and other materials. This position will serve as an integral part of the EHS NRC team, contributing to other duties as needed.
Essential Duties and Responsibilities
• Provide limited number of workshops, large trainings and key note addresses to EHS programs, Federal staff, and other audiences as requested on topics related to Early Head Start services and infants, toddlers and families;
• Provide limited number of distal trainings in the form of audio conferences, webinars and webcasts;
• Review EHS NRC PowerPoint slides and provide recommendations for consistency and enhanced quality (e.g. limited number of words per slide; descriptive trainers notes; formatting; photo citations, etc.);
• Organize training filing system to ensure accessibility for all EHS NRC staff ;
• Develop training templates utilizing existing materials;
• Contribute to development and implementation of the annual national Birth To Three Institute; and
• Other duties as assigned.
Knowledge, Skills and Experience
• Strong knowledge of early childhood development and early childhood systems; with a specific focus on infant and toddler development;
• Strong knowledge of Early Head Start program development, the Head Start Program Performance Standards, and EHS technical assistance resources;
• Excellent training skills and experience providing training to a variety of audiences;
• Strong skills in the use of Microsoft Office products including Word, Access, Excel, PowerPoint, and Publisher;
• Strong organizational skills and ability to manage multiple tasks;
• Strong oral, and computer skills;
• Experience working in various databases;
• Ability to work collaboratively with individuals representing a range of backgrounds and skill levels;
• Ability to be flexible and adaptable to dynamic changes in the work environment;
• Ability to work with a team as well as independently;
• Strong interpersonal skills; and
• Encourages and practices critical thinking
• Is self-reflective and empathic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Collaboratively and creatively supports the work efforts of colleagues at all levels and in all areas of the organization
Education
Master’s degree in early childhood development or related field.
My thoughts about this organization and job opportunity…I think Zero To Three would be an incredible organization to be a part of! This particular job is one that I am qualified for and I would love it.
References
National Association for the Education of the Young Child (n.d.). Retrieved July 21, 2014, from
http://www.naeyc.org
The National Center for Children in Poverty (2014). Retrieved July 12, 2014, from http://www.nccp.org
Zero To Three (2014). Retrieved July 22, 2014, from http://www.zerotothree.org
The National Center for Children in Poverty (NCCP) is one of the nation’s leading public policy centers dedicated to promoting the economic security, health, and well-being of America’s low-income families and children. NCCP uses research to inform policy and practice with the goal of ensuring positive outcomes for the next generation. This organization promotes family-oriented solutions at the state and national levels.
NCCP vision:
• Family economic security
• Strong, nurturing families
• Healthy child development
Associate Research Scientist
Description
The Associate Research Scientist will assume the role of Director of Child Care & Early Education Research Connections and will provide overall leadership for this multi-dimensional, web-based project, operated through a cooperative agreement with the Office of Planning, Research and Evaluation (OPRE) in the Administration for Children & Families, DHHS. The Director guides project activities for which staff at the National Center for Children in Poverty have primary responsibility (ongoing development of the site's comprehensive database of research on early care and education and outreach to researchers, policymakers, and other stakeholders in the field). Also oversees work on activities conducted by NCCP's partner/subcontractor, the Inter-University Consortium for Political & Social Research (ICPSR) at the University of Michigan (maintenance of the project's state of the art website; growing its archive of datasets for secondary analysis), and guides and coordinates activities for which NCCP and ICPSR share responsibility (technical assistance and training; development and maintenance of metadata describing the project's collections of research and datasets). The position is 60% time and effort with opportunities for the candidate to pursue own research in support of NCCP's mission to potentially bring to full-time (100%) status.
Qualifications
The position requires a Ph.D. or Ed.D. or equivalent in Early Childhood Education or a related field. Must have knowledge of early childhood research, policies, and programs, as well as experience with various forms of outreach to research and policy audiences. Candidate must have demonstrated excellent oral and written communication and interpersonal skills, grant writing experience, and five or more years of relevant experience beyond the doctoral degree.
My thoughts about this organization and job opportunity… I have a desire and passion to help meet the needs of children and families who are struggling. This organization is committed to helping families in difficult situations. Although I am not qualified for this particular job, I think it proves to be very beneficial to helping meet my challenge.
The National Association for the Education of Young Children (NAEYC) is committed to improve the quality of child care by establishing quality programs that meet particular standards.
Senior Director, NAEYC Academy for Early Childhood Program Accreditation
NAEYC seeks an effective leader with proven success managing large complex systems and expertise in organizational administration and management to lead the NAEYC Academy for Early Childhood Program Accreditation. Recognized as the gold standard for excellence in early childhood education, the NAEYC Academy works to improve the quality of child care, preschool and kindergarten programs by establishing high-level, research-based standards and accrediting programs that meet these standards. The Senior Director, working collaboratively within the overall NAEYC staff structure, manages a team of approximately 30 people. Through strong leadership and effective management, the Senior Director:
• Maintains the NAEYC program standards as the gold standard of excellence in early childhood education, reflecting current evidence from research and practice.
• Ensures that NAEYC Accreditation supports continuous quality improvement, is rigorous but not unduly burdensome to programs, and provides a valid and reliable assessment of program quality.
• Works with senior leadership and Council to make NAEYC Accreditation a critical component of total quality improvement processes for early childhood systems at the national, state and local level.
• Reaches out to states and other systems to form partnerships that utilize NAEYC Accreditation as a cost-effective approach to improving early childhood systems.
• Ensures mission-focused, cost-effective day-to-day operations of the NAEYC Academy, through supervising and mentoring staff, fiscal management (e.g. develop and monitor budgets, contract management), planning and execution.
Requirements: Demonstrated leadership and management skills administering early childhood systems and quality improvement initiatives. Demonstrated track record of staff supervision that motivates excellent performance and supports ongoing staff development. Excellent organizational, communication and interpersonal skills. Strong conceptual and analytic skills and talent for innovation. Advanced degree in nonprofit management, business administration and/or early childhood education/child development preferred. Some travel required.
My thoughts about this particular organization and job opportunity… The NAEYC is a remarkable organization that promotes the well-being of children in a variety of ways. I think this would be an amazing and honorable job to obtain.
ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development. Zero To Threes mission is to ensure that all babies and toddlers have a strong start in life.
Senior Information Specialist
The Senior Training Specialist is responsible for contributing to the efforts of the EHS NRC to develop a comprehensive body of knowledge for the EHS and MSHS community by organizing and enhancing the quality of EHS NRC training efforts. This position will provide a limited number of research-based training through face-to-face venues as well as distance venues (audioconferences, webinars and/or webcasts). This position will work closely with the Senior Training Coordinator to ensure quality across EHS NRC trainers by reviewing power point slides and other materials for consistency; organizing the electronic filing system for maintaining PowerPoint slides and training handouts; and creating training templates, utilizing previously developed PowerPoints and other materials. This position will serve as an integral part of the EHS NRC team, contributing to other duties as needed.
Essential Duties and Responsibilities
• Provide limited number of workshops, large trainings and key note addresses to EHS programs, Federal staff, and other audiences as requested on topics related to Early Head Start services and infants, toddlers and families;
• Provide limited number of distal trainings in the form of audio conferences, webinars and webcasts;
• Review EHS NRC PowerPoint slides and provide recommendations for consistency and enhanced quality (e.g. limited number of words per slide; descriptive trainers notes; formatting; photo citations, etc.);
• Organize training filing system to ensure accessibility for all EHS NRC staff ;
• Develop training templates utilizing existing materials;
• Contribute to development and implementation of the annual national Birth To Three Institute; and
• Other duties as assigned.
Knowledge, Skills and Experience
• Strong knowledge of early childhood development and early childhood systems; with a specific focus on infant and toddler development;
• Strong knowledge of Early Head Start program development, the Head Start Program Performance Standards, and EHS technical assistance resources;
• Excellent training skills and experience providing training to a variety of audiences;
• Strong skills in the use of Microsoft Office products including Word, Access, Excel, PowerPoint, and Publisher;
• Strong organizational skills and ability to manage multiple tasks;
• Strong oral, and computer skills;
• Experience working in various databases;
• Ability to work collaboratively with individuals representing a range of backgrounds and skill levels;
• Ability to be flexible and adaptable to dynamic changes in the work environment;
• Ability to work with a team as well as independently;
• Strong interpersonal skills; and
• Encourages and practices critical thinking
• Is self-reflective and empathic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Collaboratively and creatively supports the work efforts of colleagues at all levels and in all areas of the organization
Education
Master’s degree in early childhood development or related field.
My thoughts about this organization and job opportunity…I think Zero To Three would be an incredible organization to be a part of! This particular job is one that I am qualified for and I would love it.
References
National Association for the Education of the Young Child (n.d.). Retrieved July 21, 2014, from
http://www.naeyc.org
The National Center for Children in Poverty (2014). Retrieved July 12, 2014, from http://www.nccp.org
Zero To Three (2014). Retrieved July 22, 2014, from http://www.zerotothree.org
Saturday, July 12, 2014
Exploring Roles in the ECE Community
This week I have been exploring ECE Community roles at the local, state, national, and international level. There are many beneficial agencies and organizations that foster the well-being of children and families. The ones listed below are the ones I chose to post.
The National Center for Children in Poverty is an organization that was founded in 1989.This center is dedicated to promoting health, security, and the well-being of America’s low-income families and children. This organization has a goal of ensuring positive outcomes for the next generation. Among the visions for the organization include building family economic security, nurturing families, and healthy child development. This site provides a wealth of resources about poverty. When looking at the state profiles, you are able to choose any state and view the demographic profiles and statics about children living in families with low incomes. I did not see any current job opportunities; however I think it would be very beneficial being involved with this organization even if only as a volunteer.
http://www.nccp.org/about.html
United Way is an organization that helps children and families in various ways. Providing food, clothing and shelter touches on the surface of the many needs they are involved in. One job in particular I that caught my interest is the Director of Community Impact. Community investment is a major job responsibility for this position, as well as, coordinating collaborative efforts between United Way, partner agencies and other community organizations. On the local level, there are many ways to be involved by volunteering. United Way partners with food banks and shelters in helping to meet the needs of many struggling families. Since this is my passion along with my challenge, I would love to work on a volunteer basis.
http://unitedwayroane.org
Hands of Mercy is a food bank located in my town. This organization is in partnership with the local police department, area schools, and a variety of churches. After speaking with the director, I knew I wanted to sign them on to my team. Once a week people from our area are able to visit the site and receive food for their family. This will be an excellent resource for the struggling families I serve. Receiving food once a week will be an amazing and much needed resource for these families. I was not able to find out about any particular jobs however; once again volunteering would be a pleasure.
http://www.handsofmercy.com
The National Center for Children in Poverty is an organization that was founded in 1989.This center is dedicated to promoting health, security, and the well-being of America’s low-income families and children. This organization has a goal of ensuring positive outcomes for the next generation. Among the visions for the organization include building family economic security, nurturing families, and healthy child development. This site provides a wealth of resources about poverty. When looking at the state profiles, you are able to choose any state and view the demographic profiles and statics about children living in families with low incomes. I did not see any current job opportunities; however I think it would be very beneficial being involved with this organization even if only as a volunteer.
http://www.nccp.org/about.html
United Way is an organization that helps children and families in various ways. Providing food, clothing and shelter touches on the surface of the many needs they are involved in. One job in particular I that caught my interest is the Director of Community Impact. Community investment is a major job responsibility for this position, as well as, coordinating collaborative efforts between United Way, partner agencies and other community organizations. On the local level, there are many ways to be involved by volunteering. United Way partners with food banks and shelters in helping to meet the needs of many struggling families. Since this is my passion along with my challenge, I would love to work on a volunteer basis.
http://unitedwayroane.org
Hands of Mercy is a food bank located in my town. This organization is in partnership with the local police department, area schools, and a variety of churches. After speaking with the director, I knew I wanted to sign them on to my team. Once a week people from our area are able to visit the site and receive food for their family. This will be an excellent resource for the struggling families I serve. Receiving food once a week will be an amazing and much needed resource for these families. I was not able to find out about any particular jobs however; once again volunteering would be a pleasure.
http://www.handsofmercy.com
Monday, June 23, 2014
Reflection on Learning
As an early childhood educator, my most passionate hope for my future is for all children and families to feel accepted and welcome. It is important for children to be able to embrace their identities and develop into who they are or should become. It is my hope that all children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being (Derman- Sparks & Edwards, 2010).
I want to thank each of my colleagues for the many words of encouragement as well as the helpful words, ideas, and insights through our discussions and blogs. I wish each of you the best as we continue to strive being anti-bias educators in the early childhood field.
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).
I want to thank each of my colleagues for the many words of encouragement as well as the helpful words, ideas, and insights through our discussions and blogs. I wish each of you the best as we continue to strive being anti-bias educators in the early childhood field.
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).
Thursday, June 19, 2014
Impacts on Early Emotional Development
For this blog assignment, I chose to do some research on children and schools in Latin America and the Caribbean. A few years ago, I had the opportunity to travel to Nicaragua, with my church, and participate in missions. I loved the area and the people. It is a very different way of love however; the people and children seem very happy.
Latin America and the Caribbean are considered the most unequal region in the world. While there have been notable development leaps that have improved the lives of some children, there remain varying risk gaps that continue to leave millions of other children and their families at risk (United Nations International Children’s Fund, 2011).
Among the challenges children and families are facing, in this area, is poverty. Many families consist of large numbers and are living in deprived conditions. Many families own farms and the children have to work as the parents do in order to provide for the family. These conditions do not afford the children many opportunities to attend school. An estimated 35 million children do not enter any educational program. One of the stories I read described a whole generation being illiterate because they were not able to attend a school. When this generation had children of their own, they were not able to provide any education for their children while at home.
The education of girls and female adolescents is a priority of UNICEF’s global work. Progress has been made in Latin America and the Caribbean in reforming educational systems so that education forms an integral part of national strategies to fight poverty (UNICEF, 2011).
This website provided many different stories about children and their families. One story told of a family consisting of thirteen children. Only one of the little girls had been chosen to attend school through a grant. Some of the other siblings wanted to go. I found this story very disturbing. All of the children should be allowed to attend, but the family cannot afford to pay the cost. I am sure the other children must have felt they were not as good as their sister and have very low self-esteem. Reading this information made me realize how many children are deprived of receiving any education.
While visiting Nicaragua, I went to Corn Island. There was a school on the island however; the children were not required to attend. The school was not free and many families could not afford to send their children. I was able to visit the school and I realized how lucky we are. The school was in need of several repairs and there were hardly any materials for the teachers and students to use. However; these people, living on the island, were some of the happiest and most relaxed people I have ever met.
UNICEF (2011). Retrieved from http://www.unicef.org/infobycountry
Latin America and the Caribbean are considered the most unequal region in the world. While there have been notable development leaps that have improved the lives of some children, there remain varying risk gaps that continue to leave millions of other children and their families at risk (United Nations International Children’s Fund, 2011).
Among the challenges children and families are facing, in this area, is poverty. Many families consist of large numbers and are living in deprived conditions. Many families own farms and the children have to work as the parents do in order to provide for the family. These conditions do not afford the children many opportunities to attend school. An estimated 35 million children do not enter any educational program. One of the stories I read described a whole generation being illiterate because they were not able to attend a school. When this generation had children of their own, they were not able to provide any education for their children while at home.
The education of girls and female adolescents is a priority of UNICEF’s global work. Progress has been made in Latin America and the Caribbean in reforming educational systems so that education forms an integral part of national strategies to fight poverty (UNICEF, 2011).
This website provided many different stories about children and their families. One story told of a family consisting of thirteen children. Only one of the little girls had been chosen to attend school through a grant. Some of the other siblings wanted to go. I found this story very disturbing. All of the children should be allowed to attend, but the family cannot afford to pay the cost. I am sure the other children must have felt they were not as good as their sister and have very low self-esteem. Reading this information made me realize how many children are deprived of receiving any education.
While visiting Nicaragua, I went to Corn Island. There was a school on the island however; the children were not required to attend. The school was not free and many families could not afford to send their children. I was able to visit the school and I realized how lucky we are. The school was in need of several repairs and there were hardly any materials for the teachers and students to use. However; these people, living on the island, were some of the happiest and most relaxed people I have ever met.
UNICEF (2011). Retrieved from http://www.unicef.org/infobycountry
Monday, June 9, 2014
The Sexualization of Early Childhood
After reading the article “So Sexy So Soon”, I was devastated hearing what some children are saying at such an early age. However; it shouldn’t be that alarming due to the graphic messages the media freely displays. Examples include music, television, internet, video games, movies, and clothing. I teach second grade and have had several experiences with children’s conversations. Also, little girls will sing song lyrics and incorporated inappropriate dance moves during recess. Children have always been curious about sex and sexuality from an early age, and it is good for parents and schools to give them honest and age-appropriate information (Levin & Kilbourne, 2009). Parents and educators need to pay better attention to the messages that games, songs, movies, and television are portraying to our children. The sexualization of childhood is having a profoundly disturbing impact on children’s understanding of gender, sexuality, and relationships (Levin & Kilbourne, 2009). As a parent and an educator, I will strive to do a better job at taking a stand and helping children grow and develop in appropriate and respectful ways.
Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianelevin.com/sosexysosoon/introduction.pdf
Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianelevin.com/sosexysosoon/introduction.pdf
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