Time Well Spent

 

 

This program has taught me not only about the issues and challenges in the field, but also what to consider in responding to them.  Examining intended as well as unintended consequences and developing a community of practice are important aspects of responding to a challenge that I hope I have the opportunity to use in the near future. 

          Another learning was that of articulating a leadership style that will allow me to respond to my challenge.  This was a bit of a self-discovery lesson as I learned about what type of leader I am and who I want to be. 

          I also love how this program was broken down into manageable steps.  Taking in a portion each week helped me gain a better understanding of the process and allowed for more colleague feedback each week.

          What I truly appreciated was that this course taught me more about myself and where my passion lies.  It taught me that advocacy is the key to change and also that there is strength in numbers.  No need to go at it alone.  Numerous people and organizations share our passions. Let’s all work together to create positive social change!

          My long term goal has always been to make a difference in the lives of children.  Thanks to Walden University, my long term goal is to make a positive social change in the field of Early Childhood Education. 

          I would like to thank each and every one of my colleagues and instructors for helping me learn and grow.  Your contributions to my learning experience have given me great insights that I would not have discovered on my own.  I wish all of you the very best in your future endeavors and hope that we may meet again somewhere down the road…maybe back at Walden…maybe in our future careers!

                                                All my best,

                                                          Lynn

 

 

 

"The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing."

                                                            Albert Einstein, physicist

 

 

 

“Our lives begin to end the day we become silent about things that matter.”               Martin Luther King, Jr.

 

“The soul is healed by being with children.”

                   English Proverb

 

 

Jobs/Roles in the ECE Community: Internationally

Association for Childhood Education International (ACEI)

I chose this organization because I am already a member and they offer global information to early childhood educators through their newsletter ACEI Exchange as well as their publication Childhood Education.

The mission of ACEI is to promote and support in the global community the optimal education, development, and well-being of children, from birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society. –

See more at: http://acei.org/about-us/about-us.html#sthash.3kbUrdk4.dpuf

They offer a monthly stipend for their internship program. Requirements for this program include:

-should be enrolled in a graduate degree program that focuses on global education issues with a particular interest in children's education.

-A focus on one specific aspect of childhood education, such as basic education or early childhood development, is also acceptable. Interns who have had some international experience(s) working or living outside the U.S., are preferred. Internships typically range from 8 -12 weeks.

-All interns must reside in the Washington, D.C., metropolitan area during their assignment and are responsible for arranging their own housing and transportation. Interns are based at the ACEI Headquarters located at 1101 16th Street NW, Washington DC, 20036, a few blocks north of the White House.

Save the Children

This organization is the world’s leading independent organization for children. 

They work to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives.

They are currently looking for an emergency response education manager.  This position requires the following:

 

• Bachelors level in Education or similar relevant social science; Master's degree in Education desirable
• Minimum four years of working experience in the Education sector, including two years in an emergency or fragile state context
• Previous experience of project management, including supervision of staff and budgeting
• Experience of and commitment to working through systems of community participation and accountability
• Knowledge of established inter-agency standards and guidelines such as the INEE Minimum Standards
• Demonstrable skills for quality monitoring and evaluation
• Experience in training and capacity building, particularly of national staff and volunteers
• Experience of representation in external forums (i.e. Education Cluster)
• Experience of preparing funding proposals for donors
• Ability to write analytical but clear and concise assessment and project reports
• Strong influencing skills
• Politically and culturally sensitive with qualities of patience, tact and diplomacy
• Fluent in written and spoken English
• Commitment to the aims and principles of Save the Children. In particular, a good understanding of the Save the Children mandate and child focus and an ability to ensure this continues to underpin our support

 

 

 

Childcare Worldwide

 

Childcare Worldwide is an organization that tries to unite people in the West and children in developing countries to help meet their spiritual and physical needs through a ministry with an emphasis on education and is based on the Gospel of Jesus Christ.

Too often we forget that children have spiritual needs (as do adults).  This is the part that interests me about the position; however, the traveling part makes me feel a little anxious.

They have an Administrative Coordinator position which focuses on relationships. This person helps people in churches sponsor children, is the right hand man (woman) to the tour leader, does all the accounting, many administrative tasks and juggles many other responsibilities from organizing the bus to helping the children with their school work.

The position requires an outgoing, people-friendly personality and ability to communicate well. Flexibility and a positive attitude, love of children, a desire to be "on the road" for many months, an adventurous spirit and maturity are all a must!

Experience in cross cultural relationships, with a non-profit, and musical abilities are a plus!

Candidates must:

• Be comfortable with change
• Easily interact with all types of people and have good communication skills
• Have a strong work ethic, be able to handle many responsibilities at once
• Be 25 years or older, be able to drive a mini-bus (or willing to learn) and have a good driving record
• Be detail oriented and organized
• Must be able to lift and carry 50 pounds

 

*While I feel these are very interesting organizations and positions, I do not feel I am ready for any type of relocation at this time.  I envy those of you who are brave enough to embark on such a journey!

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

These are some of the National or Federal organizations that are valuable resources for the ECE field.  They offer a wealth of information and could make a great addition to my community of practice.

NAEYC – The National Association for the Education of Young Children serves and acts on behalf of the needs, rights, and well-being of all young children with their primary focus on the provision of educational development services and resources (NAEYC Bylaws, Article 1, section 1.1).  A current job opening with this organization is that of Executive Assistant to the Executive Director.  This position is located at their headquarters in Washington, D.C. Qualifications include strong organizational skills, strong interpersonal skills, and must be highly resourceful.  Also, candidate should have 5-10 years of experience supporting executives.

http://www.naeyc.org/content/about-naeyc

NIEER- The National Institute for Early Education Research (NIEER) conducts and communicates research to support high-quality, effective early childhood education for all young children. It is currently seeking Data Collectors.  This position requires a minimum of a BA with a focus on child development, early childhood, or related field.  Candidate must also be knowledgeable about developmentally appropriate practice and have an excellent academic record.

http://nieer.org/

NPDCI – The National Professional Development Center for Inclusion works to ensure that our teachers are prepared to educate and care for young children with disabilities in inclusive classrooms.  They have a Community of Practice forum where people can share their challenges and contribute ideas. They are funded by the Office of Special Education.

The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. OSEP administers the Individuals with Disabilities Education Act (IDEA).

Available jobs with these organizations include educational program specialist and educational research analyst.  Both require a doctorate degree which may be an incentive for ongoing continuing education. 

http://npdci.fpg.unc.edu/

http://www2.ed.gov/about/offices/list/osers/osep/mission.html

 

 

A message to everyone about kids with special needs

Exploring Roles in the ECE Community: Local and State Levels

There are many local and state organizations or communities or practice in Pennsylvania that have similar missions to the early childhood field. I explored a few that I feel closely relate to my experience and educational background.

The local community college, Butler Community College, known as BC3, is located right across the street from where I live. 

Mission Statement

BC3 is dedicated to providing affordable and accessible education, training and enrichment opportunities responsive to the needs of the communities we serve. The College is committed to fostering a supportive, student-centered environment that values integrity, diversity and excellence.

Although there are currently no employement opportunities as an adjunct in the ECE department, this is something I was looking into in addition to my current job as a director of an EC center.  Once my Master’s in Early Childhood Studies is complete, I would have the education and experience to apply for this position should it become available. More information can be found at:  http://www.bc3.edu/

 

WESLEY SPECTRUM

   SERVICES

Wesley Spectrum Services offers therapeutic support staff to work with children on the autism spectrum in their homes and schools.  You need only have a Bachelor Degree; however, this can be a rewarding job opportunity.  Working one-on-one with a child and watching them grow is a benefit.  Here, you will surely see the difference you can make!

Mission Statement:

 Our mission is to provide transformational support for children and families as they strive to become more independent, responsible and caring members of the community - See more at: http://www.wesleyspectrum.org/why-choose-us/what-guides-us/our-mission/#sthash.blHlPRjM.dpuf

More information on this organization can be found at: http://www.wesleyspectrum.org/

 

Office of Child Development and Early Learning (OCDEL)

The office of Child Development and Early Learning offers professional development trainings for early childhood professionals and promotes early childhood education and the importance of lifelong learning.  OCDEL is part of the system that provides services to children and families, and contributes to continuous quality improvement opportunities for early learning programs.

MISSION:

The Office of Child Development and Early Learning (OCDEL) is focused on creating opportunities for the Commonwealth's youngest children to develop and learn to their fullest potential

More information can be found at:

http://www.pakeys.org/pages/get.aspx?page=EarlyLearning

THANK YOU!

I just wanted to thank all of my colleagues and professors for their valuable and thoughtful insights that have encouraged me and helped me to learn and grow.  I can only hope that I may have contributed a little something to each of your learning experiences as well.  It has been such an incredible journey through these classes with all of you.  I wish you all the best in your endeavors!

                                      . . .       Until we meet again . . .

                    Thank you and good luck!

Goodbye doesn't have to mean forever

Team development has a beginning, a middle, and an end.  We begin by getting to know each other, we work together to achieve our goals, and then we say goodbye when it is finished.  But goodbye doesn't have to be forever.  We can stay in touch in other projects or just continue to converse as friends.  The adjourning phase in team development gives us closure; however, it creates the opportunity for us to begin again with something new. 

The hardest goodbyes are the relationships that were formed over a long period of time where trust and respect have been formed. Saying goodbye to a college roommate after 4 years or a childhood friend moving away or a close friend being transferred to another location are tough because we are used to seeing these people every day.  Fortunately there are so many means of communication in today's world that it is easy to stay in touch with people, so there is no need for goodbye but rather "until we meet again". 

It's always fun getting to know people people and form trusting relationships.  It's the adjourning that is a double edged sword.  Yes, we are glad we have completed our project or met our goal, but saying goodbye to the relationships we have built is not so fun.

As with each Walden class we take, we give thanks to  our colleagues on our last blog assignment for all they have contributed to our learning.  Yet, it is not the end.  We meet up with them again in other classes.  These are the easy goodbyes.  When we graduate, they will be a little harder.  Luckily, we can still email, facebook, or even write on each other's blogs!  And maybe we will meet in person at graduation.  Then there could  be alumni events and reunions and collaborations in the early childhood field.....see, it's not really goodbye!

Until next time....

Call me the Escape Artist

Conflicts are all around us.  They are everywhere that people are.  Knowing how to productively manage them can be the difference between a positive outcome or a negative one. 

Recently there was a situation at work where a parent was very upset because we had found a tick on her one year old son. She said she doesn’t want her child outside anymore! I asked her if she had a dog at home. She was very offended and said where she comes from they don’t have ticks!  She said her son HAD to have got the tick while in our care.  I tried to reassure her that ticks were common in Pennsylvania and that just because a tick was found on her son, that doesn’t mean he will get Lyme disease.  She said she called the pediatrician and they didn’t seem too concerned about it.  Again, I told her that it was very common and only about 20% of tick causes result in Lyme disease.  I also told her that the tick needed to be on the skin for 24 – 48 hours before it could cause Lyme disease which, by the way, is treated with antibiotics. She seemed satisfied and I thought that the matter was resolved.  A few weeks later, our Board of Directors received a letter from her saying that she believes we have an infestation of ticks and we are doing nothing about it. She contacted the Health Department to complain because she would feel really bad if children got Lyme disease because of our carelessness. Our Board, like myself, felt as though she were overreacting. I decided to contact the Health Department myself and see what advice they could offer. I told them we have 80 children and that only one child had a tick;  however, the parent was very upset.  He laughed and said he talked to that parent the day before!  He told me I could treat the area with pesticides.  I responded by saying that in doing that, I may have many unhappy parents.  I was told that everything has pesticides in it - - children’s vaccines, our clothing, our food…everything!  He proceeded to tell me that once the pesticide was applied and dried, it was no longer harmful.  My boss and I decided we would go ahead and treat the play area this weekend.  I put out an email to families that although there have been no further incidents of ticks, we decided to be proactive and spray our play area.  Hopefully this will satisfy the parent; however, it may be too early to tell.  I did hear a parent asking a teacher what all the fuss was about.  He said his boys play in the woods all the time and when they find a tick, they just take it off with tweezers. 

I believe I used the 3 R’s as I was respectful, responsive and reciprocal.  I also used NVC.  I would say I tried the “escapist strategy” because of the nature of this conflict. I just wanted to make this parent happy.  There was no compromise, as I just did everything as if there were a true “infestation” as she claimed.  Customer satisfaction is what is important and we did all we could to appease this parent.  This same parent caused a similar conflict when her child was in the infant room.  He had the little bumps on his cheeks as many babies get.  She insisted it was caused by perfumes that our staff was wearing.  Needless to say, the infant room staff had to quit wearing perfume until her child was out of their room! 

How Am I Communicating?

How Am I as a Communicator?

            I was surprised to learn that my colleague scored my communication anxiety as low.  She must perceive me as being comfortable and confident in most situations.  I take this as a compliment.  In reality, I do get nervous when doing public speaking.  I am comfortable talking with groups of people I know; however, groups of people new to me such as new parents make me a little nervous.

            I have gained insight into the fact that people can perceive you differently than you perceive yourself.  In my case, this was a good thing.  It must not show that I am nervous or anxious at times.  My son, I knew would think I was more verbally aggressive than my colleague.  I do treat my children much differently than I treat colleagues or anyone else.  This is due to that fact that I am raising them and responsible for their behavior.  Being that parents discipline their children, I am sure most children would say their parents yell or are mean! LOL!   We treat everyone differently based on context.  Our speech repertoires help us decide what language meets the demands of the given relationship, situation, or environment (O’Hair & Wiemann, 2012). 

How my colleague perceives me

How I perceive myself

 

How my son perceives me

 

            Another insight was that my son and colleague identified me as people oriented.  I also identified myself in this category.  I am trusting of others until they prove otherwise.  I am empathetic and love building relationships. This is extremely helpful in the early childhood field as relationships with families and children are key components to successful outcomes. 

Reference

 

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:

           Bedford/St. Martin's.

 

           

 

Effective Communication with Different Groups

Age, gender, race, ability, or culture can all be barriers to effective communication.  People have a tendency to share less with people who have different cultural backgrounds than themselves ( Beebe, Beebe, & Redmond, 2011).  We may even be confused or have anxiety or stress (culture shock) when we are in these situations.  We find comfort in what is familiar to us.  Age and gender also affect how we communicate with people.  Would you speak to a 2 year old the same way you speak to a colleague?  Do you speak to your grandmother the same way you speak to your spouse?   Communication needs to be considerate of the individual.  Our wording, tones, gestures, and eye contact are different within different situations. The following photos all show communication in different ways:



                         communication with colleagues

communicating with an unfamiliar culture

non verbal communication

Aggressive communication

 

Strategies for effective communication include listening, being respectful, and creating a "third culture". 

Listening with thoughtful interactions to gain understanding shows that you have a genuine concern for what is being said (O'Hair & Wiemann, 2012). 

Being respectful of the values, beliefs, and opinions of who you are communicating with will allow for two-way communication that is open and honest.  Being mindful and respectful of others opinions does not mean that you have to agree with them. 

Creating a "third culture" is useful when communicating with someone from a different culture over a period of time.  This is when aspects of each culture are combined to create a new or third culture which is more comprehensive than either culture alone (Beebe, Beebe, & Redmond, 2011).

 

 

References

 

 

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to

 others (6th ed.). Boston, MA: Allyn & Bacon.

 

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

 

Nonverbal communication

I watched a show called "Duck Dynasty" without sound.  Though I had never watched this show before, I had heard people talking about it. I was curious.  Luckily, the subtitles told me the names of the people and how they were related to each other. Even without subtitles, I would have assumed that most of them were related based on their similar appearances. I assumed that they were coworkers since they were sitting at desks in a building.  It looked like they were assembling something.  When one person talked, they all stopped what they were doing and looked at that person. Facial expressions were either serious or attentive or they were laughing.  I noticed this throughout the show.  Gestures from Si, who moved his arms constantly throughout the show, only revealed that he was passionate about what he was saying!  Even when he was sitting down, his arms still waved in the air when he talked.  It really didn't seem like the show had much of a plot.  It went back and forth from the men in the workshop to "Phil and Kay's house" where two boys were put to work. 

                                                           Si and his hand gestures
 

After re-watching this show with the sound on, I found out that they did indeed work together at a warehouse; however, they were not assembling anything.  They made duck calls.  I think the facial expressions did not tell much because they were men.  Not to be stereotypical, but to me, women's facial expressions are more telling than men's.  Men seem to have two facial expressions - serious and happy.  Women, on the other hand, have many facial expressions - angry, sad, upset, nervous, excited, happy, etc.  Had this been a show I was familiar with, I probably wouldn't have chosen it since it was a reality show.  A show I am quite familiar with, "The Big Bang Theory", would have been very easy for me to make assumptions as to what was happening because I know the characters and their personalities very well. 

                                          What can you tell from their facial expressions?

From this experience, it is extremely clear to me how knowing your children and families helps you to better understand them and their nonverbal communication.  It was also a great realization that not knowing your families can cause miscommunication.  I really enjoyed this unique learning experience and found it remarkable how it relates to understanding our relationships.

 

Competent Communication

The administrative director where I work, Beth, has a way of communicating with staff and families that leaves me in awe.  It just amazes me how she can talk to someone who is extremely upset or angry and by the end of the conversation, everyone is calm and content.  Her demeanor leaves one to believe that she is never angry, sad, or upset.  She wears a smile and is friendly and compassionate, yet firm when she needs to be.  As the site director, I feel privileged to have her as my boss.  I am always learning from her. 

The youtube video, Change your words, Change your world reminded me of her.  She always knows the right words to say to make everything right in the world. 

 

 

I feel that it is Beth's friendliness and smile that make her easy to talk to you.  She is understanding and reasonable which makes her a terrific boss.  The quality I most want to replicate is her ability to handle the unexpected with great ease.   She is a ray of sunshine on a cloudy day!

 

Reference

 

  Purple Feather Online Content Specialists. (n.d.). Change your words, change your world. 

Professional Hopes and Goals

It is my hope that children and families with diverse backgrounds will be welcomed and valued where ever they go.  I also hope that those caring for them appreciate what diversity can bring to a classroom.  It is a great opportunity to learn about others as well as ourselves. 

 

My goal for the early childhood field is to have all teachers be aware of diversity and equity issues and work to keep their classrooms free from bias.  This can be addressed through culturally relevant pedagogy (Hyland, N., 2010).  It will create equal opportunities for all children. 

Thank you to all who have contributed to my learning experience.  I have enjoyed reading your posts and blogs and have gained many new insights on anti-bias education as a result of you sharing your experiences.

 

Reference

Hyland, N. (2010).  Social justice in early childhood classrooms: What the research tells us.  YC:           Young Children. 65(1), 82-87.  Retrieved from the Walden Library using the ProQuest   

            Central database.

Welcoming Families From Around the World

OMAN

Oman is a country in South Africa bordered by Yemen, Saudi Arabia, the United Arab Emirates and the Arabian Sea.  Arabic is the native language; however many speak English, Baluchi, Urdu, and Indian dialects.  The climate is a tropical desert. Seafood, especially shark, is popular since it is found in abundance here.    This Arabian Peninsula is known for its historical forts.

 

Fort Al Jalali, Muscat

 

 

 

 

 

 

 

In order to welcome a family from Oman, I would first research the country. I would learn about traditions, holidays, customs, culture, foods, and clothing. It is important to know that people from Oman are very humble and sensitive to criticism.  Staring is not an insult in Oman, but rather a sign of interest.  Insults are illegal.  It is considered impolite to wear tight fitting or revealing clothing.

I would make sure my center is representative of this country by adding books, posters, dolls, clothing and food native to this country in the classroom. 

I would have the family fill out a questionnaire to find out background information that may be incorporated into lessons.

 I would see if they require a translator or choose to have communication done in their native language (if not English).  Google Chrome has a translator that converts English to many other languages.

 Finally, I would ask the family to provide a family photo to be displayed in the class.  It is important for all children to make the classroom their own and feel that they are a welcome part of it. 

All of these strategies should make a new family feel welcome and part of the classroom community.  This will promote open communication which is necessary to form a trusting relationship.  Building relationships is critical to early childhood success.

 

 

Reference

 

http://wikitravel.org/en/Oman



The Personal Side of Bias, Prejudice, and Oppression

     The incident of prejudice that brought about strong emotions in myself was the book and movie, The Help by Kathryn Stockett.  For those who have not read nor watched this inspiring story of southern black maids in the 1960's, it is about a white woman who wants to know what life is like for a black maid.  The woman, Skeeter, just out of college, wants to write about the lives of two maids she knows, Aibileen and Minnie.  The maids were not allowed to use the bathrooms of the white people they worked for.  The white families wrongly accused one of the maids of stealing from her so she would have a reason to fire her. All of the white families treated the maids with disrespect.  There was no equity.  Blacks were thought of as inferior beings with no rights.  Skeeter had to break many rules as did the maids to get the story done, but the collaboration ended up bringing about societal change.
    Though I cried through most of the movie, some of the tears were from sadness and some were from laughter. The maids revenge on one family was downright hilarious.  I loved that it was a triumph over a major societal downfall - - prejudice.  The efforts of a rich white girl and the cooperation of the two black maids were enough to create an opportunity for greater equity. 

Reference

 

Stockett, Kathryn. (2009).  The Help. New York:  Amy Einhorn Books.



Practicing Awareness of Microaggressions

     After learning about microaggressions this week, I have been listening to see if I could hear any examples in my day-to-day life.  Here is what I heard:

     In a 4 year old preschool class, the children were running on the playground playing soccer.  A boy said to a girl, "It's OK that you can't run as fast as me.  Boys are supposed to run faster."

    Also with the 4 year old group, the children were standing in line to wash their hands.  One girl said she was going to marry another girl.  A boy piped in and said, "Girls don't marry girls"  The girl responded with, "In some states they do.  My dad told me." 

    Watching "The Big Bang Theory" the other night, Penny asked Sheldon to teach her some physics so she could talk to Leonard about his job.  Sheldon replied, "Well I suppose if someone could teach sign language to Cocoa the Gorilla, I could teach you some rudimentary physics."

     Also on "The Big Bang Theory", Sheldon handed Penny a notebook and said, "Here.  It's college ruled.  I  hope it's not too intimidating."

    I think that the examples with the children show that children are curious about their roles and they like to know exactly what boys do and what girls do.  They are understanding that boys and girls are different.  The gender micro invalidations made by the boys are giving the message that the girls reality is not valid.  I do not think the boys intended to be harmful in any way.  In fact, I feel that they were voicing what their reality was and this is how they have always know life to be.

    In the sitcom, Sheldon was using microassaults because he was intentionally hurtful to Penny.  I was not offended by this; however, because I know it was meant to be funny.  For those of you who watch the show, you know that Penny can stand her ground.  In a previous episode, she told Sheldon "could you stop acting like yourself for a while and comfort me." 

     These observations make me feel that microaggressions begin early in life based on what we believe is true and correct.  We also see them in our entertainment which some people may take as justification for using them.  I feel that both can be learning experiences.  When we correct our children by saying things like, "girls can run fast too" or "what he said on TV was really kinda mean.  We wouldn't want to say that to our friends" then we are teaching our children.   With guidance, children will learn right from wrong, good from bad, etc.  It is up to the adults to ensure that the learning opportunities are used wisely.