Saturday, September 12, 2015

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. 



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


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.






Saturday, October 25, 2014

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.

Saturday, October 4, 2014

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

Saturday, September 20, 2014

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.

Sunday, September 14, 2014

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.

Saturday, April 19, 2014

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).