Friday, August 22, 2014

Time Well Spent

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.

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

Save the Children is the leading independent organization for children in need, with a staff of more than 14,000 people working in over 120 countries, including the United States. They aim to inspire breakthroughs in the way the world treats children, and to achieve immediate and lasting change in their lives by improving their health, education and economic opportunities. In times of acute crisis, they mobilize rapid assistance to help children recover from the effects of war, conflict and natural disasters.

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.

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.

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

Academy for Educational Development. (2011). Retreived from http://www.aed.org

Save the Children. (2011). Retrieved from http://savethechildren.org

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

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

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).

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

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

Friday, June 6, 2014

Evaluating Impacts on Professional Practices

When thinking about diversity, it almost impossible to separate your personal and professional identities when considering the issues of –isms. An –ism is about the institutional advantages and disadvantages people experience due to their membership (or perceived membership) in certain social identity groups (Derman-Sparks & Edwards & 2010). Isms come in different forms including racism, classism, sexism, ableism, religionism, and ageism. As professionals, we bring in our own individual perspectives, hopes, ideas, and morals into the settings in which we work with young children and families.

A dear teacher friend of mine, this year, left the public school system to go work at a private school. The benefits are numerous however, so are the challenges. She says the families are very wealthy and a lot of the teachers are as well. Feeling very uncomfortable is an issue she has faced during the school year. The school serves children K-12 and some of the older students drive very expensive vehicles (much nicer than hers). She says many days she does not feel “as good” as the teachers, parents, and students. She feels as though certain comments, about others not quite fitting in, have been made by families in front of their children. Therefore, the children have views that maybe are not their own. I have been thinking about this scenario being one that I could be facing. I think it would be a very difficult and emotional situation. If we want children to thrive in a diverse world and choose to stand up for themselves and others, then we must choose to help young children make sense out of the confusing and often emotionally charged messages they receive about themselves and others (Derman-Sparks & Edwards, 2010).

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).

Monday, May 19, 2014

Observing Communication

Last Sunday, at church, I noticed two little girls asking questions about a particular young lady who is in a wheelchair. When the lady, in the wheelchair, entered the sanctuary, the little girls stopped what they were doing and looked very curious at each other and then to their mothers. One little girl was very loud and said "Why is that lady in a wheelchair can she not walk?" The mother began sushing the child and lead her out of the room. The other little girl just looked at her mother to see if she would answer. I thought this mother did a great job with her reply. The second mother must have known the lady and replied, "This is Ms. Marcia and she has to use the chair in order to come to church. She enjoys coming just like we do however, she can't use her legs so she must rely on this wheelchair to help her come." The little girl asked, "Why can't she use her legs like we do?" The mother replied, "When Macia was younger, she was in a car accident which hurt her legs and right now she is unable to walk. Maybe one day she will be able to use them again." The little girl then said the sweetest words, "Mommy we should pray for Marcia to use her legs again so she can walk just like us." The mother replied, "Honey, that is a great idea, we will start today." I feel as though the first mother could have communicated better with explaining to the child rather than sushing her and ushering her out. However; I do not know what she told her once they were out. I thought the second mother took the needed time to explain the child's question. I also thought her answer was great! Parents and teachers alike must continually ask ourselves how we can use language for our ultimate purpose: to support children's developmet and learning (Rainer & Durden, 2010). When communicating with children, I think it is very important to answer their questions the best we can. We need to listen to them and not ignore what they are thinking. They are very curious and will grow and development effectively when time is invested into their lives.

References

Rainer Dangel, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login

Monday, May 12, 2014

Creating Affirming Environments

These are some elements I would like to include in my Family Child Care Home. First, I would incorporate a variety of books. These crutial anti-bias tools introduce children to the love of reading as well as to human differences and similarities (Derman-Sparks & Edwards, 2010). A diverse selection of music and DVDs will enhance the diversity of peoples, language, religions, family structures, and cultures. Persona dolls will be used to with storytelling. These stories can be related to the differnces in children as well as used to relate to children's personal lives. I will also use dramatic play props, puzzlesa, blocks and legos, and drawing materials. Adriana Castillo used a variety of methods, in her home, to make children feel welcome as well help them when separating from their parents. Children must feel safe, loved, and nurtured to develop the basic trust they need for healthy development (Derman-Sparks & Edwards, 2010).

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).

Monday, April 21, 2014

Moving Forward:What I Have Learned

Throughout this course, I have learned many things about myself when it comes to being an anti-bias educator. It is my hope to always treat everyone with respect no matter their race, color, religion, etc. As I continue this early childhood education journey, one goal I would like to set for the early childhood field related to diversity is for communitites to unite and work with ohters on the national level. If we want to see the full vision of anti-bias education come to fruition, then we must work with other community and national organizations to address a wide range of social and economic justice issues that affect, children, their families, and us as advocates (Derman-Sparks & Edwards, 2010).

I would like to thank my colleagues for their encouraging words, inspiring discussion posts, and hard work during this class. I have learned many things from each of you. I wish you all the best as we continue on with this journey. I hope to have you in my future classes. Good luck!!!

Saturday, April 19, 2014

Start Seeing Diversity

Diversity makes us who we are.
Investing in children’s lives will make a brighter future.
Valuing all people is the beginning of breaking the bias cycle.
Everyone has the right to be respected and understood.
Race, age, color, class, and disabilities are all included and embraced.
Sexual preferences are the rights of all individuals.
Inspire others to look inward and seek ways to be anti-bias.
Think before reacting to things you see and hear.
You can make a difference!

Saturday, April 12, 2014

"We Don't Say Those Words in Class!"

We have a young lady in our church that is confined to a wheelchair. She has a five year old that rides on the back while she holds a baby. This scene is heartbreaking as she comes up the church sidewalk. It seems as though every Sunday some child will make a comment as to why this lady is in this condition. If you look at her feet and legs it is evident that she can not use them to walk. Children say things such as "What is wrong with her?", "Why does she look that way?" or "Why is Anna's mommy riding in that chair?" Most of the time parents will say "Shhhh, I will talk to you later about this" or "Be quiet they will hear you." I know these words are hurtful to this young mother. Children are very observant and have many questions. I think adults and educators should use children's literature that displays people's disabilities to communicate and help children understand that not all people are the same. Also, I think it is important to talk about how hurtful some of our words can be to others. People with disabilities live in a world designed primarily for the able-bodied. People with disabilities want to live life no differently than anyone else. They want to be able to go shopping, go to the movies, go out to eat, work, and enjoy life, fully realizing that must be done within the boundaries of their limitations (Eustice, n.d.).


References
Eustice, n.d. People with disabilities want to live life . Retrieved from http://dpobahamas.webs.com

Saturday, March 22, 2014

Gender, Gender Identity, and Sexual Orientation

It is sad to witness children going around calling other children names. The other day one of my students came into the classroom very upset because someone called him gay. I asked him if he knew what that word meant and he said no, I just know it is bad. I told him that word means "happy" and I asked him if he was happy today. He smiled and said he was. Come to find out the other child is in an upper grade and this event occurred on the bus. Even older children hear words repeated that they do not know what they mean.

Another situation that is causing me some discomfort is a child, in my school, who is getting questioned regularly about having two moms. She is not in my classroom, but I do see her frequently. So far, she seems to be handling the situation well. She just tells them that in her family there is no dad just her and her two moms. It is my hopes that her moms are talking to her and preparing her to be ready for the questions that are ahead. When she gets older there may be more questions about her situation.

Monday, February 24, 2014

Thank You to my Colleagues

I want to thank each of you for the support you have provided me with during this class. I have learned many new things and I think I will be a much better communicator as I continue in early childhood education. Hopefully, many of you will be in my next class. I wish you well as you continue on. Thanks again.

Monday, February 10, 2014

Adjourning

When considering the adjourning stage of a team development, I think about the group of teachers I used to work with before the school closed. We worked closely together possessing individual roles and responsibilities. Opinions were well respected and differences were valued. This team of teachers functioned at a very high level while obtaining trust, assistance from each other, and working toward a common goal. We worked effectively on many different projects with an abundance of energy and motivation. This school provided children with nurturing staff and save and welcoming environment. When the school closed, many teachers were transferred to other schools in the area. I was transferred to a school without any of my former colleagues. We said our good-byes, wished each other luck, and went on our separate ways. I have been placed in a wonderful school with awesome colleagues. Even though I am in another school, I still keep in touch with my former team.

I am excited about working with this program’s colleagues. When we adjourn, I think we will all feel a sense of accomplishment and wish each other well as we say our good-byes and begin a new pursuit. Being in an on-line class is not as personal as being in a regular classroom. I have thoroughly enjoyed the discussions we have had together and feel as though you have provided me with adequate support.

Monday, February 3, 2014

Communication Conflict

This week my grade level has been experiencing issues with our school’s literacy leader. It has been decided that each student will be assigned to a specific skills group depending on the Star Literacy Test. The students are ability grouped and for the first 30 minutes of each day they go to a specific class to work with other students who are on the same level. The disagreements or conflicts with this concept are that some teachers do not feel that this grouping should be only based on the one test. The teachers feel that they know each student individually and should have some input where they should be placed because some students do not test well and have been placed in a lower group. The request of the literacy leader is that students will be placed based on their test score. I feel that it is necessary to be respectful of the literacy leader’s view as well as the views of my grade level colleagues. While observing this situation I can see both sides of the conflict. I have suggested that we give this approach a try and see how it works out. We will meet back in a few weeks and discuss our thoughts. We need to keep in mind that we are here working for the good of all of the children and we need to always do what is in their best interest. Using strategies from the nonviolent communication principles and the 3 R’s will help us to be able to solve any issues with this matter. It is vital to make sure that any of our requests do not come across as demands.

Monday, January 27, 2014

Communication Evaluation

When reflecting on the similarities and differences between how I evaluated myself and how others evaluated me, I was not very surprised. A close friend and my husband were the two people I chose to be the evaluators. The outcomes were very close to the ones where I evaluated myself. This was not surprising, as these people know me well. I was pleased to find that I scored in the moderate range on the Verbal Aggressiveness Scale. This ranges showed that I am able to maintain a good balance between respect and a consideration for others’ viewpoints. The Listening Styles Profile displayed that I am people-oriented. I do feel as though I possess an empathetic characteristic and I am very concerned with the emotions of others. I think having these qualities helps me both in my personal and professional life. In my profession, I feel it is very important to be a good listener and to be respectful of others.

Saturday, January 25, 2014

Communication Strategies

I have already learned so much through this class. Communication is very important no matter who it is that we are communicating with. We may be in contact with our spouse, a neighbor, a child, a friend, a colleague, etc.

These are the strategies I plan to put into place in order to communicate more effectively.

1.I will be more aware of my tone, gestures, body movement, and eye contact.
2.I will listen actively to whomever I am in a conversation with.
3.I will put much thought into what I have heard before I respond.

Saturday, January 18, 2014

The King of Queens-Communication Through Television






I chose to observe an episode of The King of Queens for this assignment. I have watched the movie a time or two before, so I was not totally unfamiliar with the characters. What I could not figure out was why Arthur and Doug were sleeping together and where was Carrie. While watching the episode with no sound, I could tell that Doug was being especially nice to Arthur and spending a lot of time with him. Doug would look at Arthur in a very nice way and was smiling a lot. Arthur seemed to be really enjoying the time he was with Doug. In the other shows that I had seen, I knew that Doug was not that fond of Arthur and this was strange to me. I thought Doug was acting strange, but I could not figure out what was going on. After watching with sound, I was able to see that Carrie was working at night and Doug was not able to sleep without someone else in the bed. So he was extremely nice to Arthur and in turn Arthur agreed to sleep with him. Arthur was not aware that Doug was using him until the end.
I found this exercise helpful as I was observing body language. If we pay close attention we can tell more about a person than we realize just by watching their actions and facial expressions.

Tuesday, January 7, 2014

Effective Communication

This week we are asked to think of someone who demonstrates competent communication within a particular context. As I pondered over this assignment, I was reminded of several people including my pastor, my husband, my principal, some past educators, certain colleagues, and my mother. All of these people possess effective communication skills however, my mother is a very competent communicator. She has excellent listening skills which is very vital when communicating. She is very clear when speaking and easy to understand. I hope to model some of my communication behaviors after my mother.