Time Well Spent

For me, the most significant insights that I gained from this program were how culture influences culture, the importance of autonomy, and the importance of quality.  The first significant insight that I gained from this program is that how we communicate with others is influenced by culture.  We all realize that people come from different cultures and speak different language but I was surprised to learn that culture affects communication.  For instance, we learned about low-context and high-context cultures.  This had an impact on me because my mother-in-law is from a high-context and she uses “non-verbal cues” (Beebe, Beebe, & Redmond, 2011, p. 95), when communicating.  Since learning this, I have learned to focus more on these cues which has made it much easier to understand her.  This knowledge helps me professionally because I am now more aware of these differences when communicating with children and families from different cultures.

The next significant insight that I gained from this program was from one of by specialization courses: “Developing & Leading Teams”.  This insight was that autonomy is extremely important in the workplace.  Autonomy positively influences productivity, job satisfaction, attitude, creativity, well-being, and trust (Fernet, Guay, & Senecal, 2004; Gagne & Deci, 2005; Pink, 2009).

The last significant insight that I gained from this program was the importance of quality in early childhood programs.  This issue made such an impact on me that I chose it as the topic for my Capstone project.

Thank you to all of my instructors.  I had some excellent instructors that provided me with very helpful feedback and inspired me to do my best.

To my colleagues, thank you for all of your comments, encouragement, and kindness.  I hope that these quotes inspire you:

Strive not to be a success, but rather to be of value.

–Albert Einstein

I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.

–Maya Angelou

Wherever you go, go with all your heart.

–Confucius

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to others (6th ed.). Boston, MA: Allyn & Bacon.

Fernet, C., Guay, F., & Senecal, C. (2004). Adjusting to job demands: The role of work self-determination and job control in predicting burnout. Journal of Vocational Behavior, 65(1), 39-56. doi: 10.1016/S0001-8791(03)00098-8

Gagne, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362. doi: 10.1002/job.322

Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.

Jobs/Roles in the ECE Community: Internationally

FHI 360

http://www.fhi360.org

In 2011, the teams of experts from Family Health International and Academy for Educational Development came together to create FHI 360.

Together, we envision a world in which all individuals and communities have the opportunity to reach their highest potential.

Together, we are dedicated to improving lives in lasting ways by advancing integrated, locally driven solutions for human development.

Together-with our funders, donors and partners — we can address the interrelated challenges of human development.

We believe-based on more than four decades of experience -that the key to improving lives is in generating, sharing and applying knowledge. FHI 360 programs combine evidence with on-the-ground experience to deliver maximum efficiency and impact. We work to empower individuals, families and communities to tackle their own challenges.

Program Assistant

Washington DC

The Global Connections team designs and implements academic, professional, cultural, and youth exchange programs for students and emerging leaders around the world.  We are seeking a Program Assistant to support the International Visitor Leadership Program (IVLP), and other exchanges. Launched in 1940 by the U.S. Department of State, IVLP seeks to build mutual understanding between the United States and other nations through carefully designed professional visits to the United States for emerging foreign leaders in government, politics, the media, education, the arts, business and other key fields.

This person will provide administrative support to program officers working on International Visitor Leadership projects and other exchange programs.

Job Summary / Responsibilities:

• Performs and provides administrative, programmatic and logistical support duties. Prepares documents and reports, the use of office technology, compiling records, organizing and maintaining files, posting information, greeting/referring/assisting others, mail distribution, and photocopying. Collects and verifies data, summarizes and reconciles information. Coordinates and maintains records management. Serves as a primary resource for assistance in the department.
• Assists program staff with requests from regional and country offices and other staff members.
• Coordinates technical visits, travel authorizations, expense reports, and contract agreements to support implementation of country programs.
• Maintains databases, web pages, and data integrity and security according to quality standards and company policy.
• Performs day-to–day routines independently with own initiative.
• Prepares documents, reports and briefing materials for consultants, staff and clients.
• Coordinates division of workload among other administrative/support staff.
• Assists in the orientation/training of new administrative/support staff.
• Performs entry level technical program related tasks.
• Ensures documentation and reports are tracked regularly and adhere to country and regional standards.
• Performs other related duties as assigned.

Qualifications:

• Associate’s Degree or its International Equivalent - Knowledge/Information Services, Communications, Education, Health, Behavioral, Life/Social Sciences International Development, Human Development or Related Field.
• Typically requires 0-2 years of programs and administrative support experience.
• Articulate, professional and able to communicate in a clear, positive manner with clients and staff.
• Must be able to read, write and speak fluent English; fluent in host country language as appropriate.
• Prior experience in a non- governmental organization (NGO) preferred.

International Association for Steiner/Waldorf Early Childhood Education

http://www.iaswece.org

Waldorf early childhood education, also known as Steiner early years education, is devoted to the health, education and care of the young child from birth to school entrance.

Waldorf early childhood educators seek to nurture the development of each child's unique capacities by offering warm, homelike environments with opportunities for imaginative play, meaningful purposeful work, and experiences in the arts, in nature and in community.  There are approximately 2000 Waldorf kindergartens, home programs, child care centers, and pre-schools in more than sixty countries throughout the world.

The association was originally founded by Dr. Helmut von Kuegelgen and a circle of Waldorf kindergarten educators in 1969 in Stuttgart, Germany as the International Association of Waldorf Kindergartens. For over 35 years, it served as the association for both the Waldorf kindergartens in Germany and the Waldorf kindergarten movement worldwide, fostering the development of Waldorf/Steiner kindergartens and training centers in Europe, North and South America, Australia, Africa, and Asia. The Association also hosted international conferences for Waldorf educators and others concerned about the healthy development of the child, published resources and newsletters, and formed collaborative working groups around burning issues relating to the care and education of the child from birth to school entrance age.

As Waldorf early childhood education established itself broadly throughout the world, these growing international activities required their own independent organization, and in October, 2005, the new International Association for Steiner/Waldorf Early Childhood Education (IASWECE) was founded at a meeting of the “Kuratorium” of the original Kindergarten Association held in Chatou, France. The original association, known now as the International Association of Waldorf Kindergartens- Germany, is one of twenty-one founding member associations of the new association. IASWECE was incorporated as a not-for-profit organization in January, 2006 in Stockholm, Sweden.

http://www.iaswece.org/about_us/history.aspx

Goals and Ideals

The International Association for Steiner/Waldorf Early Childhood Education is an organ of the cultural impulse of Rudolf Steiner and the worldwide Steiner/Waldorf movement.

As colleagues working together in this world association, our goals are to:

• Foster co-operation among colleagues throughout the world, through meetings, conferences, working groups, etc.
• Deepen and renew the work with the young child out of the sources of Waldorf education, and support for its quality
• Foster training and continuing development opportunities for caregivers, kindergarten teachers and educators
• Undertake and support collaborative research on contemporary questions regarding the care and education of the young child
• Collaborate with parents, other educators, and the wider society about the needs of the young child
• Protect the freedom and name of Steiner and Waldorf early childhood education
• Provide resources, information and publications on Waldorf early childhood education
• Offer support-human, educational and financial-for projects seeking to foster Waldorf early childhood education throughout the world.

http://www.iaswece.org/about_us/our_goals/index.aspx

International Board on Books for Young People (IBBY)

http://www.ibby.org/home.0.html?&L=2%5C%5C%5C%27andc

The International Board on Books for Young People (IBBY) is a non-profit organization which represents an international network of people from all over the world who are committed to bringing books and children together.

UNICEF, IBBY has a policy-making role as an advocate of children's books. IBBY is committed to the principles of the International Convention on the Rights of the Child, ratified by the United Nations in 1990. One of its main proclamations is the right of the child to a general education and to direct access to information. Thanks to IBBY's insistence, the resolution includes an appeal to all nations to promote the production and distribution of children's books.

IBBY also cooperates with many international organizations and children's book institutions around the world and exhibits at the International Children's Book Fair in Bologna and other international book fairs.

Mission

• To promote international understanding through children's books
• To give children everywhere the opportunity to have access to books with high literary and artistic standards
• To encourage the publication and distribution of quality children's books, especially in developing countries
• To provide support and training for those involved with children and children's literature
• To stimulate research and scholarly works in the field of children's literature
• To protect and uphold the Rights of the Child according to the UN Convention on the Rights of the Child

http://www.ibby.org/index.php?id=266

I was not able to find any job opportunities for the last two organizations.