Time Well Spent

Time Well Spent

One deeply felt learning that I have assimilated from this program is to have a vision of excellence and this includes continuing on the path of professional development.  As teachers/caregivers of young children we must never stop striving to reach greater depths of understanding and knowledge and this takes commitment and caring for the children and families we serve and also our profession.                                                                                                 

The second sincerely held belief is to have a goal that inspires action and one of my greatest aspirations is for children to be given “a just world—a world that recognizes all people for the unique, fully human beings they are: a world where every child has equal access to the opportunities to become all he or she can be” (Derman-Sparks, 2010, p. 30).  Educators must keep growing in our understanding of diversity, equity and social justice and confront biases and inequalities that devalue others.  Everyone deserves to be treated with respect and part of our responsibilities as teachers of young children is to teach them to live in a pluralistic world and it begins with educators being “outstanding models for children of how people can honor each other’s differences and get along” (Gonzalez-Mena, 2008, p. 6).                                                             

The third is the importance of our vocation.  “There is no profession in the world that directly or indirectly touches the lives of people at the same level as teachers do” (Boutte, 2008, p. 166).  As educators we need to have a more in depth awareness of the issues that affect the children and families we serve.  It is time to fully address the needs of children from different socioeconomic backgrounds and build a sense of future for all children.   “Early childhood programs have the potential for producing positive and lasting effects on children, but this potential will not be achieved unless more attention is paid to ensuring that all programs meet the highest standards of quality” (National Association for the Education of Young Children, 2013, para. 14). Comprehensive services that respect differences, supports health and nutrition as well as social and emotional well-being must be provided to make an impact for children.   My long-term goal is to continue in my professional development as I strive to receive a degree as an Education Specialist in Early Childhood and from there the next step of Doctor of Education in Early Childhood.                                                                                                                                                         

I am heartened by what I have witnessed and learned from my professors and fellow colleagues at Walden University.  Walden has provided an important foundation upon which to build and continue my progress as an early childhood educator.  The decision we have made to grow in our professional development in order to provide high-quality care and education is one of the most important that we can make for children, communities and society as a whole.   I have learned a great deal from this course of study especially in regard to collaboration.  Dr. Dartt, I sincerely thank you for sharing your insights and knowledge and your feedback has been invaluable.  My desire for all of you my Fellow Colleagues is that your career in early childhood will be more fulfilling that you ever dreamed possible and your purpose, passion and vision are realized as we help children on their incredible developmental journey to greater learning. 

“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.” ― Margaret Mead  

References

Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99(4), 165--173. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201360_02/MS_MECS/EDUC_6164/Week%207/Resources/Resources/embedded/Boutte2008.pdf

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).  

Gonzalez-Mena, J. (2008). Diversity in early care and education: Honoring differences (5^th ed.). New York: NY: McGraw-Hill

Mead, M. (n.d.). Margaret Meade quotes. Retrieved from https://www.goodreads.com/author/quotes/61107.Margaret_Mead

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

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

I found a variety of positions that I found not only interesting but inspiring in the early childhood field while exploring national organizations and federal agencies. The first was a management consultant for Head Start to promote high-quality programming for children and families. This job requires working with regional Head Start management teams and parents to develop greater leadership skills and refine their management methods and approaches. The position requires a Masters of Education in a related domain, correlated work experience in the field, and a commitment to Head Start’s foundational principals.  The National Head Start Association (NHSA) (2014) strives to work as a leader on policies and procedures and advocate for Head Start programs across the nation. The non-profit organization is “committed to the belief that every child, regardless of circumstances at birth, has the ability to succeed in life” and “healthier, empowered children and families, and stronger, more vibrant communities” (National Head Start Association, 2014, para. 4).  Leadership, people and communication skills, basic technology capabilities are essential skills to successful accomplish this job.                                                                                                

The second career choice that I discovered was with Save the Children both a national and international organization for children experiencing hardship.  Save the Children (2014) aspires to create swift and lasting change in the lives of children in need through improvements in education, health, and economic opportunities.  The organization offers positions at their headquarters in Westport, Connecticut and office in Washington, D.C. in many different specialties and also field positions internationally and in the United States.  Save the Children presents internships opportunities to qualifying applications perusing a graduate or undergraduate degree.  Interns have a direct supervisor to expand their knowledge and experience in their chosen vocation.  The career choice that I am most interested in is the field-based positions that work with local and national partners to implement programs in Early Childhood Education and literacy. Most employees have at least a Bachelor’s degree in education, health, economics, business or technology as there are many with individual talents and strengths contributing to the whole (Save the Children, 2014).  The skills needed for this career choice would be leadership and communication capabilities, ability to work in collaboration with others, strong work ethic, motivated to accomplish goals and objectives, knowledge about literacy attainment, and general management skills.                                                                                                                                             

The third job opportunity with the United Nations Children’s Fund [UNICEF] (2014) requires professionals committed to making a lasting difference in children’s lives.  Workers are involved in a broad range of global issues at both country and regional levels.  The area of most interest to me is in Early Childhood Development and would entail being “responsible for developing and implementing Education programme(s) to ensure overall efficiency and effectiveness, and accomplishment of programme goals and objectives” (UNICEF, 2014, para. 5) for the world’s most vulnerable children.  The least requirements acceptable are a Bachelor’s Degree in Education with two years of relevant work experience. The skills necessary to successfully do this job are abilities in conflict resolution, high work ethics, good communication skills, able to engage with multi-cultural groups, flexible and competent in absorbing and implementing new ways to accomplish goals and objective.    

                                                          References

National Head Start Association. (2014). About NHSA [Website]. Retrieved from http://www.nhsa.org/about_NHSA

National Head Start Association. (2014). Jobs @ Head Start [Website]. Retrieved from http://jobsatheadstart.org/Consultants.html

Save the Children. (2014). Internships [Website]. Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.8631185/k.9CAE/Internships.htm       

Save the Children. (2014). Working at Save the Children [Website]. Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6226565/k.BFEA/Working_atSave_the_Children.htm

United Nations Children’s Fund [UNICEF]. (2012, December). About UNICEF: Employment [Website]. Retrieved from http://www.unicef.org/about/employ/index_what_we_do.html

Exploring Roles in the ECE Community: Local and State Levels

Exploring Roles in the ECE Community: Local and State Levels

The first organization that I found interesting is Kentucky Communities Economic Opportunities Council (KCEOC).  It is a federally funded community based program that serves 6 counties in Southeastern Kentucky.  KCEOC operates both Head Start and Early Head Start in both classroom and home-based settings with children from 6 weeks to 5 years old as well as working with pregnant women.  KCEOC offers comprehensive services to families while working in conjunction with local Community Action Agencies and other service providers to ensure children and their families receive needed resources to enhance the own lives as well as improving communities.  This is accomplished by providing opportunities for needed change for those in poverty through offering safe and affordable housing, energy assistance, mentoring, and services for English language learners.  KCEOC offers computer and job skills training, work experience in a job that prepares those in need with knowledge and skills, and GED preparation in order that low-income individuals can become more self-sufficient through gainful employment.  KCEOC has served thousands of area residents for 50 years.                                                

The second organization that I am interested in is Department for Community Based Services (DCBS) in Child Protection.  This agency “administers child protection and permanency and family support programs including adoption, child abuse, child care, child support, SNAP food benefits (Supplemental Nutrition Assistance Program, formerly food stamps) and foster care” (Kentucky Cabinet for Health and Family Services, 2014, para. 5).                                

The third is Children’s Defense Fund (CDF) which is a non-profit organization that advocates nationwide for policies on behalf of children in poverty and those that are abused and neglected.  CDF strives for “access to health care, quality education and a moral and spiritual foundation for all children” (Children’s Defense Fund, 2012, para. 1). CDF’s mission is to ensure all children have a good start in life with the help of families and their communities.                                                                                  

The first job opportunity that appeals to me is a Child Development Specialist that works with children and assist teachers and families by overseeing therapy and behavior modification techniques to improve children’s skills. A Bachelor’s Degree is required in child psychology or a related field.  I would enjoy the one-on-one and close connections of working with the children and parents.  I also find working with the DCBS and providing protective services for abused and neglected children interesting.  It requires a Bachelor’s in Social Work or related field with children.  I believe this would be heart-wrenching but very rewarding in regards to helping children out of bad situations.                                                                                                         

The third is an internship in human resources with the Children’s Defense Fund.  “CDF has combined advocacy, public education, policy development, leadership training and other efforts to protect children and encourage preventive investment in children before they get sick, drop out of school, suffer family breakdown, or get into trouble” (Children’s Defense Fund, 2012, para. 1).  It is a very selective process with only 70 positions out of hundreds of applications.  The more education and credentials the greater opportunity of receiving an internship.  This would be my dream position as it would teach me to be an effective advocate for children’s issues and concerns and make invaluable connections to better serve the children and families in our area.  I believe in the mission and vision of the Children’s Defense Fund.    

References

Children’s Defense Fund. (2012). About us. Retrieved from http://www.childrensdefense.org/about-us/

Kentucky Cabinet for Health and Family Services. (2014). CHFS agencies. Retrieved from http://chfs.ky.gov/agencies/

Kentucky Communities Economic Opportunities Council. (2014). About us. Retrieved from http://www.kceoc.com/index.php/en/about-us

Reflecting on Learning

Reflecting on Learning

Concerning my most passionate hope for my future as an early childhood professional and for the children and families for whom I work is to become an effective diversity/equity educator that advances the abilities, well-being and quality of life for all the children and families in our program.  It is crucial to understand the importance of the child’s early years as the foundational beginnings to future outcomes and to address the changing demographics we are witnessing in our society.  Diversity involves more that race and ethnicity as we are seeing alternative family structures, those with varying abilities becoming more active members in our communities, diverse sexual orientation, differing socioeconomic circumstances, and an aging population and I believe that everyone benefits from an increased focus on diversity and the inequalities and injustices that permeate our culture.                                                                                             

I work for Early Head Start that serves children and families from low socio-economic circumstances in one of the highest poverty regions in our nation which correlates to a variety of issues and inequities that affects children and families in our program.  I believe to be an effective diversity/equity educator it requires being an advocate for those we serve and addressing any bias or discriminatory practices this includes attitudes against the poor.  Erroneous information and false beliefs against those living in poverty undermine working to find solutions to the problems they face daily and impact wealth and income disparity in our society.  I think we do in truth have a vast responsibility to confront any challenges in relation to diversity and the dynamics of privilege and oppression we encounter as professionals in the early childhood field.   I will make every effort to put into practice an anti-bias approach in the classroom so 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, p. 2).                                                                                                                                                                      

I thank you Dr. Sheri and fellow colleagues for sharing your wonderful perspectives and insights.  I am heartened and inspired by what I have learned from each of you concerning your values and beliefs, professional philosophies, and your visions and goals for the future.   I wish each and every one much success in your future endeavors and I believe that you will make an important contribution to anti-bias work. 

References

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).

Impacts on Early Emotional Development

Impacts on Early Emotional Development

The area I chose to focus upon is Latin America and the Caribbean.  I have read about some of the issues facing this region and the urgent needs they are experiencing along with geographic proximity are all motivations for my choice.  Latin America and the Caribbean have suffered a succession of natural disasters such as hurricanes, flash flooding, droughts resulting in water shortages, volcanic activity, large-scale fires and the 2010 earthquake in Haiti that resulted in over 220,000 deaths including more than 100,000 children (United Nations Children’s Fund, 2013).  In 2012 amid a series of natural disaster millions in Haiti, Jamaica and Cuba were impacted by “both Hurricane Sandy  and Tropical Storm Isaac which furthered the vulnerability of those living in camps in Haiti, where the population is still struggling to recover from the earthquake and cholera epidemic of 2010” (United Nations Children’s Fund, 2013, para. 2).  There is a great disparity between rich and poor in the region and Columbia in the midst of government and guerrilla tensions has negatively impacted vulnerable populations.                                      

The area is unprepared to respond to such disasters both man-made and natural and exposes the most vulnerable women and children to violence, abuse and exploitation.  As a result nearly 24 percent of young children in the region of Latin America and the Caribbean suffer from the lack of proper nutrition.  As the consequence of severe drought in areas of Latin America it is reported that “94.3 per cent of the indigenous households are suffering from food insecurity.  Sudden-onset disasters or a worsening of the drought has the potential to create a situation of severe acute malnutrition” (United Nations Children’s Fund, 2013, p. 1).                                  

These situations can lead to increased health risks from disease and chronic malnutrition, brutal abuse, abandonment and may cause death.  Traumatic events as a result of “environmental factors can make a child more vulnerable to social, emotional and behavioral problems” (Cooper, Masi & Vick, 2009, p. 4).  Research now demonstrates that trauma can affect all areas of development including cognitive, physical, mental, social, and emotional as well as how the brain grows and develops.  When a young child is repeatedly subjected to traumatic events the brain and body respond in order to survive and the “fight or flight stress response turns on and changes the body’s heart rate, breathing, movement, and brain function.  Unfortunately, the adaptations the child develops to survive in an environment of repeated trauma may become a problem in other environments” (Rice & Groves, 2005, p. 11).  According to Rice and Groves (2005) the traumatized child may show different symptoms such being withdrawn, fearful, or become aggressive and exhibit behaviors that affect relationships with others and regress or fall behind in development.                                                                                                                                                     

The insight that I have gained from this assignment is that all areas of the globe have unique challenges specific to their region that must be overcome for the peoples’ well-being.  It has also stressed the important work that UNICEF is doing for children world-wide.  “We believe that nurturing and caring for children are the cornerstones of human progress” (United Nations Children’s Fund, 2013, para. 2).  I agree with that statement if we are to make progress in this world we must begin by making our children the top priority.  As early childhood professionals we have that opportunity to have a lasting impact on child’s well-being and development by providing a nurturing environment that meets their needs socially, emotionally, physically and cognitively.  We must respect and acknowledge that we have responsibility to the next generation.  

References

Cooper, J. L., Masi, R., & Vick, J. (2009, August).  Social-emotional development in early childhood what every policymaker should know. Retrieved from: http://www.nccp.org/publications/pub_882.html

United Nations Children’s Fund. (2013). About UNICEF: Who we are. Retrieved from http://www.unicef.org/about/who/index_introduction.html?p=printme

United Nations Children’s Fund. (2013). Humanitarian action for children – Latin America and the Caribbean. Retrieved from http://www.unicef.org/appeals/tacro.html

United Nations Children’s Fund. (2013). Latin America and the Caribbean. Retrieved from http://csis.org/files/media/csis/pubs/090422_bliss_healthlatinamer_web.pdf

The Sexualization of Early Childhood

December 7, 2013

The Sexualization of Early Childhood

My reaction to the ideas shared in this reading is I am in agreement with the views presented.  Children are being exposed to sexual and graphic depicts very early on from every forum of media to the exclusion of emotional bonds, feelings, and repercussions.  Children “learn to associate physical appearance and buying the right products not only with being sexy but also with being successful as a person.  Such lessons will shape their gender identity, sexual attitudes, and values and their capacity for relationships…” (Levin & Kilbourne, 2009, p 2).                                       

Providing examples of children’s exposure to a sexualized environment is not very difficult as in our society children are inundated with sexuality explicit media representations.  I don’t watch much television so I am unfamiliar with a lot of the commercials and advertising aimed at children, but my granddaughters were interested in the Bratz dolls which I thought were inappropriate, so I engaged them in a conversation about the dolls and why they liked them and why do they wear very little clothes and fishnet hose.  Other incidents include children singing songs and dancing inappropriately at school.  I have seen very young children talk about someone being attractive using unsuitable terminology.  I have heard a young boy call girls unbecoming language and this was by a child less than three years old—when this was addressed the parents said he has a teenage brother that listens to rap music.  Mainstream media often portray women and even very young girls as sexual objects and physical attractiveness as the source of their value.                                                                                                                                                     

Media frequently depicts those with physical beauty as the good characters and those considered unattractive as less desirable individuals associating physical characteristics with moral attributes.  These portrayals can destroy a child’s self-image when they do not match the stereotypical ideal of beauty and body type.  With the preoccupation of appearance and being thin it can lead to unhealthy lifestyles and eating habits and there is also major gender stereotyping that limits a child’s choices.  The American Psychological Association (2007) research report supports that “sexualization has negative effects in a variety of domains, including cognitive functioning, physical and mental health, sexuality, and attitudes and beliefs” (p. 2).                                                                                                                                                               

I think it is vital to discuss with children the importance of having other interests that does not focus on appearance and that people should not be limited to what is popular. I would stress other points of interests such as sports or hobbies.  It is important to talk to children about morals, ethics, and appropriate behaviors in concrete ways they can understand—listening with open and honest communication to children is vital to counteracting the negative effects of media.  I would also limit the exposure to inappropriate media and help children understand the motives of advertising and strive to instill critical thinking skills concerning the adverse images they are witnessing.  This week’s resources on the sexualization of early childhood have stressed the lasting impact that these detrimental influences can have on a child’s development as their sense of self is still being developed.  It has also brought an awareness of being an advocate for children in regard to this topic and working to ensure that all media are respectful of children with realistic and healthy representations.                                                                                                              

References

American Psychological Association. (2007). Report of the APA task force on the sexualization of girls. Retrieved from http://www.apa.org/pi/women/programs/girls/report-summary.pdf

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

Evaluating Impacts on Professional Practice

Evaluating Impacts on Professional Practice

I have experienced different biases and discrimination in my life as I am of mixed heritage and grew up in poverty in Southeastern Kentucky.  There are many negative stereotypes associated with being from the mountains and one bias concerns our distinctive dialect which many see as lacking in intelligence and uneducated.  I once was told if I wanted to be seen as a professional I would be required to lose the hillbilly accent.  The media plays a strong role in the damaging image of people from the Appalachian Mountains with statements like it is a culture of poverty and ignorance made by Bill O’Reilly.                                                                                                

In regard to what I have learned about classism and racism and its influence on people’s well-being especially concerning children of minorities or growing up in poverty I realize they receive less in regard to educational opportunities with less well-trained teachers, less effective curriculum, less instructional time, less in available resources such as “well-stocked laboratories and libraries, and less of what undoubtedly is most important of all—a belief that they can really learn” (Gordon & Browne, 2011, p. 535).  Yet, as early childhood educators we must address the “lesses” and strive for equal learning opportunities regardless of economic status, racial or ethnic backgrounds, and cultural differences.  These incidents of prejudice and discrimination have a destructive influence especially as “children learn about their own and others’ social identities through both overt and convert messages” (Derman-Sparks & Edwards, 2010, p. 13).  They add to the loss of cultural pride while perpetrating shame of the mountain culture.                                                                     

Considering how these adverse or negative interactions affect my emotional, cognitive and physical well-being I believe it has made me a more determined person maybe even obstinate and headstrong.  I have used it as a motivator to overcome challenges and preconceived ideas others have of me and my capabilities.  It has also impacted my work with children in that I have a strong desire to see children have “more” regarding their educational opportunities by providing equitable and effective learning experiences.  I want children to be confident in their own abilities and have a positive sense of self and as early childhood teachers/caregivers it is our job to help children by providing them a responsive and caring environment where they can reach their full potential

References

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

Gordon, A. M., & Browne, K. W. (2011). Beginnings and beyond: Foundations in early childhood education (8^th ed.). Belmont, CA: Wadsworth-Cengage Learning