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.

Jobs/Roles in the ECE Community: National/Federal Level

National Organization: Early Head Start

Position: Early Head Start Provider Services Program Supervisor

Location: Community Child Care Council of Santa Clara County (San Jose, CA)

The Early Head Start (EHS) Provider Services Program Supervisor reports to the Early Head Start Program Director.  The Provider Services Specialist is responsible for planning and administering the child development program services for children and families. Services must be coordinated with staff in other program content areas, and must include ongoing assessment of the quality of services provided. Further planning and admiration of the child development program must be based on the theories and principles of child growth and development, early childhood education and family support. This position oversees the work of Early Childhood Education Specialist and the Child Development Mentors.

Education and/or Experience:

• Bachelor’s degree in Early Childhood Education, Special Education, Psychology or related field plus 3 years' experience providing direct child care staff supervision/training and developing education curriculum; or a combination of education and experience that demonstrates the required knowledge, skills, and abilities required to perform this job.
• Experience working directly with children and families of targeted population.
• Demonstrated supervisory experience, which reflects progressive responsibilities in hiring, firing, training, performance appraisal, conflict resolution, and disciplinary counseling.
• Knowledge of theories and practice of ECE/CD and Family/Social Services.
• Demonstrated successful community organizing or ethnic community outreach experience  
• Possess strong human relation's skills to communicate effectively with diverse staff, volunteers, and the community
• Knowledge of the methodology and tools of program review and evaluation. 
• In depth knowledge and experience with Infant and Toddler care and growth and development.  Certification in PITC highly preferred.
• Require an ability to work independently, organize and prioritize responsibility
• Knowledge and experience working with Early Childhood, Health, Disabilities and Nutrition services as it relates to Early Head Start/Head Start
• Must be comfortable working with diverse ethnic, racial, and religious backgrounds of the communities and must be able to effectively communicate with children and families of the community
• Ability to plan, develop and coordinate complex and interrelating working procedures into comprehensive Early Head Start services.
• Knowledge of Federal, State, and local guidelines and regulations pertaining to the Early Head Start program.
• Computer literacy in Microsoft Office, Excel, word processing applications.
• Must pass criminal background check and health screening.
• Ability to maintain agency code of ethics and standards of conducts.
• Experience working with a Head Start or Early Head Start program preferred.
• Possess a valid California Driver’s License and have access to an insured motor vehicle
• Required to travel to Santa Clara County areas to facilitate assignments to FCCH sites, meetings and other off-site destinations.
• Must be willing to work beyond the usual work week to accomplish the job.
• Must be able to travel, locally and nationally.
• On-going professional development through education, role modeling, mentoring, and training.

http://eclkc.ohs.acf.hhs.gov/hslc/hs/careers/Region9/California/Early%20Head%20Start%20Provider%20Services%20Program%20Supervisor%20-%20San%20Jose%20%20-%20%20CA_2.html

National Organization: Association for Early Learning Leaders

Position: Early Care & Education Director

Location: Broadcaster’s Child Development Center (Washington D.C.)

The Association for Early Learning Leaders is a 501(c)(3) nonprofit organization that has been serving directors, owners and administrators of early care and education programs since 1984.

The Association for Early Learning Leaders is committed to excellence in the field of Early Care and Education by promoting leadership development and enhancing program quality.

Our goal is to strengthen the knowledge, skills and abilities of directors, owners, emerging leaders and other early learning professionals to ensure quality programs for young children.

http://www.earlylearningleaders.org/?page=About_ELL

Key Responsibilities

• Provide vision, leadership, mentoring and supervision to staff
• Be present daily to oversee center operations
• Oversee staff professional development and program curriculum
• Maintain strong relationships with families
• Work towards obtaining NAEYC accreditation
• Communicate with BCDC’s Board of Directors

Qualifications

BCDC is seeking an experienced early care and education director who will work closely with teachers, parents and the Center’s Board while maintaining the role of a strong leader. Outstanding decision-making, interpersonal and communication skills are essential. Interested candidates must have a B.A. in early childhood education or a related field (Master’s is a plus), with a minimum of 5 years of experience in a supervisory role. The position of Director would begin as soon as possible.

http://www.earlylearningleaders.org/networking/apply_now.aspx?view=2&id=324786

National Organization: NAEYC

Position: National Early Childhood Coordinator

Location: Sciencenter Discovery Museum

This position was posted on the NAEYC website however, you would not actually be working for NAEYC.

The Sciencenter, a hands-on science museum in Ithaca, NY, seeks an enthusiastic individual with experience developing and delivering professional development for preschool teachers and programs for children from 12 months to elementary-aged to serve as a National Early Childhood Coordinator.

As a National Early Childhood Coordinator, you will be a member of the Sciencenter’s education team. In this role, you will coordinate a national collaborative of museums working with Head Start teachers. You will also develop and deliver professional development for preschool teachers and programs for preschool audiences. You will also deliver field trip and afterschool programs and assist with summer camp, as needed.

Education and/or Experience:

• Bachelor’s Degree with strong background in education, early childhood development and science
• Passion for working with children, families and teachers
• Experience developing and delivering hands-on, age-appropriate, interactive programs and educator professional development
• Excellent communication skills (written, oral, timely, appropriate, and computer)
• Collaborative, team oriented with strong customer service skills (colleagues, visitors and customers)
• Self-directed, proactive and comfortable working independently, yet able to take direction from others
• Creative, flexible, resourceful and willing to learn new things
• Able to work, prioritize and focus amid frequent interruptions, on multiple tasks.
• Reliable transportation, valid driver’s license, and excellent driving record

http://careerforum.naeyc.org/jobs/7544084/national-early-childhood-coordinator

References

Association for Early Learning Leaders (2015). Retrieved from http://www.earlylearninglearners.org

Head Start: An Office of the Administration for Children and Families Early Childhood Learning & Knowledge Center (ECLKC) (2015). Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc

National Association for the Education of Young Children (2015). Retrieved from http://www.naeyc.org

Exploring Roles in the ECE Community: Local & State Levels

Coast Community College District

Part Time Child Development Faculty

MINIMUM QUALIFICATIONS

Must meet one of the following qualifications:

• Valid California Community College instructor credential, appropriate to the subject, per Education Code 87355 (issued prior to July 1, 1990);
• Master's degree from an accredited institution in child development, early childhood education, human development, home economics/family and consumer studies with a specialization in child development/early childhood education.
• Bachelor's degree in child development, early childhood education, human development, home economics/family and consumer studies with a specialization in child development/early childhood education AND a Master's degree in social work, educational supervision, elementary education, special education, psychology, bilingual/bicultural education, life management/home economics, family life studies, or family and consumer studies from an accredited institution.
• Or, possess a combination of education and experience that is at least the equivalent to the above.  Candidates making an application on the basis of equivalency must submit an Application for Equivalency in addition to all other required materials.

Evidence of a sensitivity to, understanding of, and the ability to manage the classroom environment AND effectively provide instruction to community college students of diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds. 

(https://www.governmentjobs.com/careers/cccd/jobs/514795/pt-faculty-pool-child-development-early-childhood-education)

Think Together

Early Learning Site Facilitator

JOB SUMMARY

Under the general supervision of the Early Learning Manager, the Early Literacy Site Supervisor (ELSS) is responsible for ensuring that the Early Literacy and Math program is effectively implemented at one or more program sites throughout the county of Orange which serve children 0 - 5 years of age and their families. The ELSS will offer programs to help prepare pre- kindergarten children and their families for school, while focusing on literacy and math teaching methods. Community resources and referrals will also be offered to the families through this program. Additionally, the ELSS will be responsible for supervising the day-to-day participation of AmeriCorp Members and for supporting THINK Together's Early Literacy and Math milestones by participating in (but not limited to) the following activities; Read for the Record, Reach Out and Read as well as events throughout the county or Orange.

QUALIFICATIONS

• Ability to work in a fast-paced environment
• Ability to participate effectively in a team environment
• Ability to supervise, coach and develop AmeriCorps members
• Ability to have a high degree of self-initiative
• Ability to communicate directly and with high integrity
• Ability to be resourceful and generate solutions
• Ability to time manage and meet deadlines
• Experience working with children 0 - 5 years of age, adults and a various community-based organizations
• Experience with community organizing and/or community outreach preferred
• Proficiency in English both orally and written. Bilingual in Spanish, required.

EDUCATION and / or EXPERIENCE:

• Bachelor's Degree Required in child development, education, human development or similar
• Familiar with the culture and customs of the clients with whom s/he will interact
• Ability to work evenings and weekends, as required by activities of the program
• Must be able to travel to various site location, off-site staff development training and events
• Working knowledge of MS Word, Excel and Outlook to ensure appropriate reporting and tracking
• Must have at least one year in a supervisory or leadership position
• Previous classroom experience with children 0 - 5 years of age is required

http://jobs.thinktogether.org/early-learning-site-facilitator/job/5481946

MAAC (Metropolitan Area Advisory Committee on Anti-Poverty)

Early Childhood Education Program Specialist

Under direct supervision, this position will coordinate and monitor the implementation of the Head Start and Early Head Start Performance Standards for assigned centers and assigned program options. The incumbent will model, consult and provide guidance and resources to classroom staff and will participate in building systems that provide staff with resources and support.

EDUCATION/EXPERIENCE/CERTIFICATION

• Bachelor’s degree with an emphasis in Early Childhood Education, Child Development or a closely related field including a minimum of thirty-two (32) ECE units
• Three (3) years of work and/or teaching experience in an Early Childhood Education program setting including experience with CA State and Federal regulations related to Early Childhood Education that includes a minimum of one (1) year of experience utilizing mentoring and coaching principles and reflective practices with adult learners in a professional early childhood education program setting.
• Master Teacher Level Permit or the ability to obtain one within six months of hire
• Bilingual (English / Spanish) speaking, reading, and writing highly desirable
• Demonstrated experience in utilizing computers and software, including but not limited to Microsoft Outlook, Word, Excel, PowerPoint, the Internet and database software such as ChildPlus.

MAAC (Metropolitan Area Advisory Committee on Anti-Poverty)

Early Childhood Education Program Specialist

Under direct supervision, this position will coordinate and monitor the implementation of the Head Start and Early Head Start Performance Standards for assigned centers and assigned program options. The incumbent will model, consult and provide guidance and resources to classroom staff and will participate in building systems that provide staff with resources and support.

EDUCATION/EXPERIENCE/CERTIFICATION

• Bachelor’s degree with an emphasis in Early Childhood Education, Child Development or a closely related field including a minimum of thirty-two (32) ECE units
• Three (3) years of work and/or teaching experience in an Early Childhood Education program setting including experience with CA State and Federal regulations related to Early Childhood Education that includes a minimum of one (1) year of experience utilizing mentoring and coaching principles and reflective practices with adult learners in a professional early childhood education program setting.
• Master Teacher Level Permit or the ability to obtain one within six months of hire
• Bilingual (English / Spanish) speaking, reading, and writing highly desirable
• Demonstrated experience in utilizing computers and software, including but not limited to Microsoft Outlook, Word, Excel, PowerPoint, the Internet and database software such as ChildPlus.

https://www.vscyberhosting3.com/maac/Careers.aspx?adata=EBdBnS6YaQulhhNPpOoUwISXtTpJH2uzYV5AwQg2pvZ8SoaPt2gobZq8X40FJlr5hjb1K9wesgfKL8uhRsa6b25MBl%2f3mJjXDGRVAlj2vbRMolR1MxL1O0OcWFp0IGftUajia8Fs1q3h%2biCu8ROzi6a%2bz6GqtYjjD1K8XZoA7E3TzTSeMEiKNlg0nhWc8FcuyEkFnvZrboz0cbeKzVuGwUFXxys0NesyQD6B%2fSOo7st3

When I Think of Research...

As a result of this course, my ideas about the nature of research have expanded significantly.  Before taking this course, my understanding of research was very basic and limited.  Except for a basic understanding of quantitative research, all of the lessons regarding planning, designing, and conducting research were new to me.  Since my knowledge was limited I gained many insights from this course including: the design process, credibility, ethics, qualitative research, and research methods.

I found the majority of this course to be challenging especially the quantitative research concepts.  Specifically, I struggled with creating a hypothesis and identifying the dependent and independent variables for my simulation.  However, I did the best I could and the comments that Dr. Parrish made helped me immensely.

As a result of this course, my perception of early childhood professionals has expanded to include researchers.  Before now, I have read my share of research papers but I never considered the process or those that conduct the research.

Thank you to all of my classmates especially those that took the time to comment on my discussion and/or blog posts.  I wish you all luck in your next course and in the future.

Research Around the World

I chose the website for the European Early Childhood Education Research Association (EECERA): http://www.eecera.org

What are some of the current international research topics?

I could not find any information about the current international research topics on the EECERA website.  However, I was able to see the issues that they are addressing in their journal: European Early Childhood Education Research Journal.  After clicking on the link for the “Back Catalogue” issues it took me to another website: http://www.tandfonline.com/loi/recr20#.VDDQGfldVp8

Some of the issues that the journal addressed were:

• The cycle of poverty
• Accessibility of EC programs
• Quality
• Equity
• Assessment

What surprising facts/insights/new ideas about early childhood did you gain from exploring this international early childhood website?

I was surprised by the lack of information the website.  Since I am not a member of the association, the information was very limited.  Furthermore, I could not access the full text of any of the journal articles since I am not a member.

What other noteworthy information did you find on this website?

I thought that it was noteworthy that the European Early Childhood Education Research Association “generates its own revenue, receives no external funding and thus ensures its independence” (2012).

References

European Early Childhood Education Research Association (2012). Links and partners. Retrieved from http://www.eecera.org/links/

Taylor & Francis Online (2014). http://www.tandfonline.com/loi/recr20#.VDDQGfldVp8

Research the Benefits Children & Families

Imagine that you possess the means and the knowledge to conduct research studies about any topic in the early childhood field. Imagine further that you are not restricted by the reality of the present. Imagine that your study will make a major positive contribution to the well-being of children and/or their families. What topic would you choose? What can you imagine the positive contribution(s) would be?

Technically this does not apply since it does not directly involve children, but I couldn’t think of anything else:  My concentration for this program is “Teaching Adults”.  Ultimately, I would like to teach young adults about the early childhood field and how to work with children effectively.  For this reason, if I would choose to research how adults learn.  I’m assuming that children and adults learn differently like most things that change with age.

My Personal Research Journey

The topic that I chose for my research simulation is resilience in children.  Specifically, I will be focusing on how to foster or promote resilience in children.  I am also interested in the factors or characteristics that lead to resilience.  Even though these are two topics, I think that it will be necessary to discuss the factors that lead to resilience in order to explain how to foster/promote resilience.  I chose this topic because I previously taught disadvantaged students at the elementary level.  The majority of these children were very resilient however, I have always been interested in understanding what makes some children more resilient than others.

So far, I have found a few resources on the topic of resilience in the following areas: previous studies involving high-risk children (children of substance abusers, children of alcoholics, and children living in poverty), a longitudinal study which demonstrated the protective factors that contribute to resilience, and promoting resilience.

Welcoming Families from Around the World

For this assignment, imagine the following scenario:

You are working in an early childhood setting of your choice-a hospital, a child care center, a social service agency.  You receive word that the child of a family who has recently emigrated from a country you know nothing about will join your group soon.  You want to prepare yourself to welcome the child and her family.  Luckily, you are enrolled in a course about diversity and have learned that in order to support families who have immigrated you need to know more than surface facts about their country of origin.

The name of your family's country of origin: Indonesia

Five ways in which you will prepare yourself to be culturally responsive towards this family:

1. I would conduct research on the country of Indonesia, since I know nothing about this country.  This would include the culture, traditions, beliefs, languages, gender roles, values, and religions.
2. If the family does not speak English, I would provide or hire a translator for the family and the child.  The translator would also need to be able to transcribe any materials that need to be sent home, in the family’s home language.
3. Ensure that there are materials in the classroom depicting the child’s culture (posters, photos, books etc.).  If no materials are present purchase them.
4. Teach students about the child’s country of origin based on research previously conducted.
5. Before the child begins attending the program, arrange a meeting or home visit with the child and their family; have translator attend if necessary.

 A brief description describing what ways you hope that these preparations will benefit both you and the family.

I hope that these preparations will help the child and the family feel welcome and comfortable.  I also help that the preparations will enable the child to feel safe and secure in the program.

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).

Practicing Awareness of Microaggressions

Describe at least one example of a microaggression which you detected this week or remember from another time. In what context did the microaggression happen? 

This week, I was standing in line at a Starbucks and I overheard the following conversation between the employee and the customer, both females: 

Employee: "Did you want me to fill that up more?"

Customer: "No it's fine"

Employee: "OK, I just didn't want you you to think that I was trying to gyp you."

Later, while sitting at a table studying, at the same Starbucks, a young black man sat down at the table next to me.  I noticed that when the man sat down, the two female customers at the table on the other side of him leaned away from him and looked very uncomfortable.

What did you think and feel when you observed the microaggression or when you found yourself as the target of a microaggression?

Both of these microaggressions surprised me and I felt rather shocked when it happened.  The main reason that it surprised me was because all of the women were young, probably in their early 20's.  Unfortunately, I was exposed to racism and gender bias from a very young age because of my grandfather and great-grandfather.  For this reason, I was not expecting them to be so young.

In what ways did your observation experiences this week affect your perception of the effects of discrimination, prejudice, and/or stereotypes on people.

Before this week, I was not aware of microaggressions.  I have heard many racist and sexist comments in my life but I did not realize that we can unintentionally communicate hidden messages that "reflect a world view that is one of inferiority/superiority, inclusion/exclusion or in some sense reflect an oppressive belief" (Laureate Education, 2011).

Laureate Education, Inc. (Producer). (2011). Microaggressions in everyday life [DVD]. Baltimore, MD: Author.

My Family Culture

Imagine the following:

A major catastrophe has almost completely devastated the infrastructure of your country. You are told that your host country’s culture is completely different from your own, and that you might have to stay there permanently. You are further told that, in addition to one change of clothes, you can only take 3 small items with you.  You decide to take three items that you hold dear and that represent your family culture.

The first item that I would choose to take with me would be my great-grandmothers ring.  My mother gave me this ring on my 18^th birthday.  This item is important to me because my mother, my grandmother, and my great-grandmother all wore it before me.  The second item that I would choose to take with me would be my box of family photographs.  I would choose these photographs because they represent my life and because it contains pictures of those that I have loved and lost over the years.  The third item that I would choose to take with me would be my box of Christmas ornaments.  My grandmother began a tradition with her first grandchild in which she would buy a Christmas ornament for each of her grandchildren.  Additionally, my mother also gave an ornament to me and my sister.  Each ornament has the year written on it and I can remember receiving most of them.  Unfortunately, my grandmother passed away suddenly several years ago but my mother continues the tradition to this day.  If, upon arrival, I was told that I could only keep one of these items, I would be devastated because they represent my family.  It would be very difficult to choose to give up any of these items but if I had to choose one item to keep, I would choose my box of photographs because they represent my entire family.

This assignment made me realize how important these particular items are to me.  It also made me realize how fortunate I am to have not experienced such a devastating event.  Finally, it made me realize how devastating this experience must be for refugees.

Week 6: Adjourning

Several years ago, before I finished my undergraduate degree, I worked at an elementary school as an instructional aide.  I worked in the after-school program with four other aides and we all became very close.  We worked very well together and we were a “high performing group” dedicated to helping the students in the program.  I worked there for four years until I finished my degree and I was offered a teaching position at another school. 

 This group was difficult for me to leave because we became “a very close knit group” and there was a “sadness at separating and moving on” (Abudi, 2010).  Additionally, after working together for so long we had developed norms or “recurring patterns of behavior or thinking that come to be accepted as the ‘usual’ way of doing things” (O'- Hair & Wiemann, 2012).  However, adjourning is an essential stage of teamwork, when the team makes it to that stage, because it provides a sense of closure. 

The closing rituals that I have personally experienced after working with a team or on a group project have included: celebrating by going out for lunch or dinner, saying thank-you, and saying goodbye but keeping in touch with my group or team members.  As for my colleagues in this program, they have varied from course to course.  However, I have appreciated their willingness to share their personal experiences and their feedback.

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

O'- Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.

Week 5

Think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life.  Share at least 2 strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective.  Could you use some of the principles of nonviolent communication or the 3 R's to better help you resolve this conflict?

For the past few weeks, my husband and I have not been communicating well.  We are not disagreeing or having any major conflicts, just bickering a lot.  After reading about nonviolent communication, I realized that learning to communicate in this way could help us avoid the bickering.  According to the process of nonviolent communication, there are four components that we should use whether we are the speaker or listening: observing, feeling, needs, and requests.  Unfortunately, I think that I have a tendency to make an observation and jump to making a request without communicating my feelings or needs.  For this reason, the strategies that I need to use to improve my communication are expressing my feelings and my needs.  For example, after explaining what I am observing, I should express "how [I am] feeling in relation to what [I am] observing" (Rosenberg, 2003).  The next strategy that I should use is to communicate "the needs, values, desires, ect. that are creating [those] feelings" (Rosenberg, 2003).  

Rosenberg, M. B. (2003). Chapter one: Giving from the heart, the heart of nonviolent communication. In Nonviolent communication: A language of compassion. Retrieved from http://cnvc.org/Training/nvc-chapter-1

Week 4

For our assignment this week, I had to complete three evaluations which assessed my communication skills in the following areas: communication anxiety, verbal aggressiveness, and listening style. Next, I had to choose two people to use the same evaluations to evaluate my communication skills so I chose my husband and a friend and former co-worker, Sandra.  I received the following scores:

Communication Anxiety: 60, 64, 44
Verbal Aggressiveness: 62, 55, 64
Listening Style: Group 1 (all 3)

In the areas of verbal aggressiveness, the results of all three of the evaluations were the same: moderate and people-oriented.  The only thing that surprised me the most was that my listening style "can interfere with proper judgement because you tend to be very trusting of others" (Rubin et al., 2009).  I would not describe myself as a trusting person, at least not in my personal life.  Unfortunately, experience has taught me that very few people are trustworthy.

The first insight that I gained was that my communication anxiety varies depending on the situation.  For example, Sandra evaluated me as "mild" whereas the results for the evaluations conducted by my husband and I resulted in "elevated".  I have noticed that my communication style differs greatly when I am in a professional setting.  I have always had anxiety when I have had to speak publicly in a large group. However, early in my career, I noticed that when I am speaking to children or colleagues, my anxiety is greatly diminished.

The second insight that I gained from the evaluations is that my perception of my communication skills are pretty accurate.  I also found that the perceptions of my communication skills with others are what I expected them to be.

References

Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R. (Eds.) (2009). Communication research measures II: A sourcebook. New York: Routledge.

Week 3

Do you find yourself communicating differently with people from different groups and cultures?  If yes, in what ways do you communicate differently?

I don’t think that I communicate differently with people from other cultures.  However, I do communicate differently with people from different groups.  I think that a lot of it has to do with my relationship to them.  For instance, I communicate differently with parents and co-workers than I do with my friends and family.

Based on what you learned this week, share at least three strategies you could use to help you communicate more effectively with the people or groups you have identified.

The first strategy that I could use to help me communicate with people from different groups or cultures is to “develop appropriate knowledge” (Beebe, Beebe, & Redmond, 2011, p. 104).  I need to learn more about the cultures that I work with in order to communicate more effectively.  The second strategy that I could use is to understand cultures differences.  For example, I was raised to be independent but some cultures teach their children to be interdependent (Gonzalez-Mena, 2010).  The last strategy that I could use to communicate more effectively is to be mindful when I am communicating with someone from a culture different from my own.  In order to do this, I need to “acknowledge that there is a connection between thoughts and deeds when you interact with a person from a background different from [my] own” (Beebe, Beebe, & Redmond, 2011, p. 108).

Resources

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

Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.

Week 2

For this assignment, I watched the reality television show, “Toddlers and Tiaras”.  I have never watched this show but I have seen a few commercials in the past.  This episode followed three girls, Rebecca (6 years), Meaghan (9 years), and Ava (2 years), all competing in the “Universal Royalty National Pageant” in Austin, Texas.  Additionally, the competition also includes a competition for adult women and all three of the mothers, Stacey, Phyllis, and Tanya, are also competing.

While watching the show on mute, I was able get the basic information, such as names, ages, locations, and parents’ names from the subtitles.  Based on the number of trophies, ribbons, sashes, and medals each girl has, they all appear to have experience competing in pageants.  The first contestant, Rebecca, is coached by her mother, Stacey, who appears to be serious but also friendly.  The second contestant, Meaghan, is also coached by her mother, Phyllis, who appears to be very serious and competitive.  I am assuming that she is competitive based on all of the coaching that she does while Meaghan is practicing.  The last girl, Ava, is coached by her father, David and her mother, Tanya, plays more of a supporting role.  David teaches Ava her routine, does her makeup and hair, and sews her costumes.  When the trophies are given out, all of the girls get different trophies and all of the parents, except for David, appear to be happy.  Without the sound on, it is difficult for me to understand why he appears to be so upset.  All of the parents appear to have good relationships with their daughters.  However, the relationship between Meaghan and Phyllis seems to be really competitive.  I was not able to detect any conflicts between the characters based on their non-verbal communication.  Except for David, I found it extremely difficult to try to read the feelings of the other cast members, based on their behavior, because they all just seem to smile a lot.

While watching with the sound on, I was not surprised that the assumptions that I made based on their non-verbal communication were mostly correct.  However, I do have to admit that I had preconceived notions about “pageant mothers” that were not correct.  I was expecting all of the mothers to be extremely competitive and for them to all be pushing their daughters really hard.  I had also assumed that all of the mothers would be former competitors but it was not mentioned and Phyllis was the only mother that appeared to be serious about their own competitions.  I do think that if I had watched this show in the past, my assumptions would have been more accurate.  Additionally, if I had been watching a show that I watch regularly, with characters that I already know about, my assumptions would have been based on the knowledge that I already have of those particular characters.

Final Blog Post

Three consequences of learning about the international early childhood field for your professional and personal development.

The first consequence of learning about the international early childhood field was learning about the high rate of child abuse in Belize by listening to the podcast with Delfena Mitchell.  Mrs. Mitchell is the director of Liberty Children’s Home in Belize which is a home for children that have suffered abuse or abandonment (World Forum Foundation, 2013a).

The second consequence of learning about the international early childhood field was learning about childhood poverty in China.  The number of children living in poverty is much higher in Western China than Eastern China.  As a result, many children in Western China are not receiving an education because their parents cannot afford to send them (Child Poverty Research and Policy Centre, n.d.).

The third and last consequence of learning about the international early childhood field was learning about the international resources that are available for professionals.  These resources include: the website for UNESCO (2013), the podcasts available on the World Forum Foundation (2013b) website, and the website of the Childhood Poverty Research and Policy Centre (n.d).

One goal for the field related to international awareness of issues and trends and the spirit of collegial relations.

One goal that I have for the field related to international awareness of issues and trends is to continue to be informed throughout my career.  After I complete this program, I hope to stay informed about the issues and trends in the field on both the local and international levels.

References

Child Poverty Research and Policy Centre (n.d.). Retrieved from http://www.childhoodpoverty.org/index.php?action=country

United Nations Educational, Scientific, and Cultural Organization (UNESCO). Retrieved from http://www.unesco.org

World Forum Foundation (2013a). Episode 3: Delfena Mitchell [Audio podcast]. Retrieved from http://ccie-media.s3.amazonaws.com/podcasts/WFR_03_DelfenaMitchell.mp3

World Forum Foundation (2013b). World forum radio. Retrieved from http://www.worldforumfoundation.org/world-forum-radio/

UNESCO

Share at least 3 new ideas or insights you gained about issues related to international early childhood education that relate to your professional goals from the UNESCO’s “Early Childhood Care and Education” webpage:

The first insight that I gained relates to my professional goal of continuing to work with low-income children and I found it in the section for the International Institute for Educational Planning (IIEP).  United Nations Educational, Scientific, and Cultural Organization (UNESCO) currently has a research project evaluating access to quality programs for children considered to be in vulnerable groups such as low-income children.  The project “will generate a powerful means of identifying factors that provide a more powerful explanation of the educational achievement levels of vulnerable groups of pupils” (United Nations Educational, Scientific, and Cultural Organization, 2013b, para. 7).

The second insight that I gained relates to my professional goal of learning how to manage an efficient early childhood program.  The UNESCO website provides training materials on management and supervision in the IIEP section.  The training modules include the importance of supervision, “roles and functions”, organization, managing staff, and many more (UNESCO, 2013a, para. 4).

The last insight that I gained also relates to my professional goal of managing a program.  I found a pamphlet in the IIEP section entitled “Preparation, Recruitment, and Retention of Teachers”.  While reading about teacher retention, I was surprised to learn that in the United Kingdom and the United States “30 to 50 percent of teachers leave within the first three to five years” whereas “rates in many other developed countries are low to negligible” (Cooper & Alvarado, 2010, p. 17).  Research has found that “the primary cause of teacher turnover rate seems to be due to poor or difficult working conditions” (p. 19).

References

Cooper, J. M. & Alvarado, A. (2006). Preparation, recruitment, and retention of teachers. Retrieved from http://unesdoc.unesco.org/images/0015/001520/152023e.pdf

UNESCO/International Institute for Educational Planning (2013a). IIEP training materials. Retrieved from http://www.iiep.unesco.org/capacity-development/training/training-materials/school-supervision.html

UNESCO/International Institute for Educational Planning (2013b). Strategies to improve access and retention of vulnerable students. Retrieved from http://www.iiep.unesco.org/research/equity-access-and-quality/improve-access-and-retention.html