When I consider this time well spent growing as a professional in the field of early education, I am humbled by the realization that after 17 years in this field I still had so very much to learn and so very far to grow. That realization encourages me to want to continue to broaden my perspectives and deepen my understanding of trends and issues in the field.
The Capstone Project opened my eyes to the importance of supporting families as they strive to foster emergent literacy and language skills. Related to that is the concept of inclusion and involving families in their children's education. My role as supporter and link to resources for families has now taken a much more prominent position as I assess my responsibilities as a preschool director and teacher.
I have a new understanding of the importance of recognizing and celebrating differences as a means of supporting children's identities. My approach to my classroom goals has been profoundly affected by this concept and I feel empowered to help children discuss and appreciate differences rather than pretending differences don't exist.
I have a new perspective of my role in relation to our staff. Self reflection has helped me identify areas needing improvement and I understand the impact I can have in supporting staff as they learn and grow and develop their own voices of advocacy.
My goal is to stay informed, read scholarly articles, and get involved in professional organizations such as NAEYC and CECA. I have the desire to teach in the public schools, if not preschool then kindergarten. I plan to make some observations of kindergarten classrooms and network with kindergarten teachers to determine if I want to follow this path. I also want to continue a relationship with Reach Out and Read-KC and Little Free Library as a means of advocating for access to books for low-income families.
Thank you, Dr. Davis, for all the constructive feedback, for encouraging me, and for helping me grow professionally. Thank you for expecting quality writing which motivated me to use the Walden links to polish my writing skills and more proficiently use APA format.
Thank you to all my colleagues. I have been inspired by you, learned from you, and felt validated by your supportive responses. I wish you all the best in the future. God Bless!
Sunday, August 18, 2013
Monday, August 5, 2013
Job/Roles in the ECE Community: Internationally
My Capstone project focuses on literacy so I decided to take a look at international efforts to support literacy.
International Alliance for Child Literacy (IACL) was developed to improve childhood literacy in the Caribbean and Latin America (International Alliance for Child Literacy [IACL], 2013). The organization partners with parents, community organizations, and schools to develop learning environments that are culturally relevant, provide books and educational materials, and provide follow-up support after the materials have been put in place. In addition, they help establish school libraries and literacy programs.
Considering potential job opportunities within this organization, I would be interested in consulting with teachers in the schools to find ways to make learning materials and classrooms culturally relevant and to support them as they implement literacy programs.
Children's Hope International Literacy & Development (C.H.I.L.D.) collaborates with other non-government agencies to support physical, emotional, and educational needs of children in underprivileged areas of the world (Children's Hope International Literacy & Development [C.H.I.L.d], 2013). Specifically, I was interested in the Adopt-A-School program which provides books, supplies, clothes, two meals a day, and upgrades school libraries. Criteria for being a beneficiary of the program is that the school has to be located in an impoverished area and have less than 200 children enrolled.
International Step by Step Association (ISSA) connects early education professionals and organizations internationally in an effort to support equal access and quality education for all young children (International Step by Step Association [ISSA], n.d.). They advocate for education policy reform and provide educational services for families and children in need. The early childhood programs they have established support whole child development through project and thematic based learning with an emphasis on peer learning and opportunities for decision making. The project approach to learning is a method I support and would feel comfortable implementing if I were employed by this organization. ISSA also established Community Learning Centers to support families by providing training for parents to help them facilitate their children's learning.
United Nations Education, Scientific, and Cultural Organization (UNESCO) has developed their Education For All (EFA) initiative which works to strengthen education opportunities from early childhood through young adulthood by promoting equity, access, and quality education for all people. UNESCO works with governments around the world to effect policy change regarding relevant and quality education. UNESCO (2011) did offer a look at employment opportunities in the education branch of their organization which is where I would like to work if I was considering a job with them:
UNESCO works to improve education worldwide believing it to be key to social and economic development.
International Alliance for Child Literacy (IACL) was developed to improve childhood literacy in the Caribbean and Latin America (International Alliance for Child Literacy [IACL], 2013). The organization partners with parents, community organizations, and schools to develop learning environments that are culturally relevant, provide books and educational materials, and provide follow-up support after the materials have been put in place. In addition, they help establish school libraries and literacy programs.
Considering potential job opportunities within this organization, I would be interested in consulting with teachers in the schools to find ways to make learning materials and classrooms culturally relevant and to support them as they implement literacy programs.
Children's Hope International Literacy & Development (C.H.I.L.D.) collaborates with other non-government agencies to support physical, emotional, and educational needs of children in underprivileged areas of the world (Children's Hope International Literacy & Development [C.H.I.L.d], 2013). Specifically, I was interested in the Adopt-A-School program which provides books, supplies, clothes, two meals a day, and upgrades school libraries. Criteria for being a beneficiary of the program is that the school has to be located in an impoverished area and have less than 200 children enrolled.
International Step by Step Association (ISSA) connects early education professionals and organizations internationally in an effort to support equal access and quality education for all young children (International Step by Step Association [ISSA], n.d.). They advocate for education policy reform and provide educational services for families and children in need. The early childhood programs they have established support whole child development through project and thematic based learning with an emphasis on peer learning and opportunities for decision making. The project approach to learning is a method I support and would feel comfortable implementing if I were employed by this organization. ISSA also established Community Learning Centers to support families by providing training for parents to help them facilitate their children's learning.
United Nations Education, Scientific, and Cultural Organization (UNESCO) has developed their Education For All (EFA) initiative which works to strengthen education opportunities from early childhood through young adulthood by promoting equity, access, and quality education for all people. UNESCO works with governments around the world to effect policy change regarding relevant and quality education. UNESCO (2011) did offer a look at employment opportunities in the education branch of their organization which is where I would like to work if I was considering a job with them:
UNESCO works to improve education worldwide believing it to be key to social and economic development.
The
Education Sector aims to help build a sustainable world with just societies
that value knowledge, promote peace, celebrate diversity and defend human
rights, achieved by providing Education
for All (EFA). It aims
to foster partnerships to strengthen countries’ capacity to offer quality
education for all. The Education Sector monitors progress by publishing an
annual Global Monitoring Report tracking the international community’s progress
towards the six “Education For All” goals.
Education: An advanced university degree in education, culture, science, social and human sciences, communication, business administration or related field.
Languages: Fluent English or French (the two working languages of UNESCO) and a good working knowledge of other language. Knowledge of Arabic, Chinese, Spanish or Russian is an additional asset.
Prior Experience: Junior level (P1/P2 or NOA/NOB): 2 to 4 years of experience; Middle level (P3/P4 or NOC/NOD): 4 to 10 years of experience; Senior level (P5 and above or NOE): 10 to 15 years of experience (including management experience).
Values: Integrity, professionalism, respect for diversity and a strong commitment to UNESCO's mission.
References
Children's Hope International Literacy & Development (C.H.I.L.D.). (2013). Retrieved from http://www.child-international.org/education.htm
International Alliance for Child Literacy (IACL). (2013). Retrieved from http://www.theiacl.org/#!our-programs/vstc7=transforming-classrooms
International Step by Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html
United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved from http://www.unesco.org/careers/professional
Wednesday, July 24, 2013
Jobs/Roles in the ECE Community: National/Federal Level
The National Center for Family Literacy is an organization of which I was introduced through my research on emergent literacy. The organization supports the development of family literacy because they recognize the research based findings that families are the true catalysts for their children's education. One of their roles is to provide training through the Professional Development branch of their organization which is where I could use my teaching skills as well as my developing knowledge of programs to foster emergent literacy. Currently, there are no openings in this area: they are in need of an ESL Specialist or a Development Associate (National Center for Family Literacy [NCFL], n.d.).
I belong to the National Association for the Education of Young Children (NAEYC) and have used their website to find out their positions on policy regarding pertinent issues in the early childhood field, and to research articles in the YC: Young Children and Teaching Young Children publications. I have also used their Message in a Backpack handouts for my preschool parents. Currently there are only two job openings with NAEYC: Senior Meeting Planner and System Integrity Assistant (NAEYC, n.d.). Neither of the openings interest me, however I would like to be a contributor to their Message in a Backpack efforts.
Zero to Three is a nonprofit research-based organization that focuses on supporting healthy development of infants and toddlers (Zero to Three, n.d.). They have a Center for Training Services (CTS) which supports professional development for early educators which is where I would look for a job opportunity. There are currently no positions available.
Since there were no job descriptions and qualifications available for any of three organizations I was interested in I contacted Zero to Three for a job description of a Senior Writer/Training Specialist which would provide a good idea of qualifications needed for any of the three jobs I would be interested in. Their job description for Senior Writer/Training Specialist follows:
Job Title: Senior Writer/Training Specialist
Department: Program Division
FLSA Category: Exempt
FTE: 1.0 (Full-time)
Reports To: Director, Center for Training Services and Special Projects
Work Location: Washington, DC (Travel required)
Summary
The Senior Writer/Training Specialist is responsible for project activities including but not limited to content development and facilitation of online learning and community of practice sessions for the Doris Duke Charitable Foundation Capstone project. This involves incorporating existing ZTT content such as the Preventing Child Abuse and Neglect:Parent-Provider Partnerships in Child Care (PCAN) curriculum and parent-provider discussion-guiding handouts into on-line learning sessions that will be used by multi-disciplinary professionals participating in this project.
The Senior Writer/Training Specialist also provides training for trainers using ZERO TO THREE’s training curriculums, including PCAN and Cradling Literacy. The Senior Writer/Training Specialist will be responsible for developing high quality written and electronic products, assisting in collection of evaluation data and contributing to the team’s overall goals. This Senior Writer/Training Specialist will also provide training and technical assistance related to supporting parents and meeting infants’ and toddlers’ developmental needs to programs and providers through fee for service work. This position will require presentations at state, regional and national conferences and active participation in state, regional and national meetings. Much of the work takes place throughout the country, at times requiring extensive travel.
Essential Duties and Responsibilities
• Convert previous written materials into on-line electronic training modules.
• Train trainers with backgrounds in early childhood education, child welfare/child abuse prevention, and early intervention.
• Contribute to high quality written content (curriculum, trainings, journal articles, etc.)
• Travel as needed to provide training
• Research, design, develop and deliver workshops and technical assistance for multi-disciplinary professionals
• Collect and organize data related to both on-line training and in person training and TA work
Page 2 of 3
July 2013
• Assist in maintaining records of team’s activities.
• Assist in developing reports for funders.
• Co-facilitate training for trainers with other ZERO TO THREE trainers and consultants
Skills and Experience
• Strong knowledge and experience in training adults, extensive knowledge of infants’ and toddlers’ development and behavior.
• Expertise in a strengths-based and family-centered approach to working with infants, toddlers and their families.
• Excellent writing skills with a proven ability to write articles, develop materials, and communicate in writing with multi-disciplinary professionals on infant-family issues
• Experience organizing, developing and providing in person and on-line training for a multi-disciplinary audiences serving infants, toddlers and their families
• Minimum three years of experience developing online storyboard content for adult learning.
• Ability to work as part of an interdisciplinary team
• Expertise in prevention of child abuse and neglect.
• Minimum ten years of experience as a writer and trainer,
• Presentation skills using PowerPoint and workshop design skills.
• Some knowledge of Excel
• Excellent conceptual, written and oral skills
• Proficiency in using Word
• Proficiency in use of World Wide Web to gather information
• Experience with distance learning
• Ability to manage multiple tasks
• Ability to travel
Essential Qualities
• Encourages and practices critical thinking
• Is self-reflective and empathetic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Ability to integrate conceptual information and develop practical applications for professionals
Education
Master’s degree in social work, counseling, psychology, special education, early child childhood education or related field. Equivalent combination of degree and experience will be considered.
Physical Requirements
While performing the responsibilities of the job, the employee is frequently required to use finger dexterity as well as sufficient hand dexterity to use a computer keyboard and be capable of reading a computer screen. Also may need to remain seated for long periods of time, have the ability to perform repetitive motions, stand, walk, communicate verbally and hear well enough to detect nuances and receive detailed information. The employee may be required to grasp objects, push or pull objects, bend, squat, reach, or kneel. Vision abilities required by this job include close vision for preparing and analyzing data, and expansive reading. May need to lift up to 30 pounds.
Working Conditions
The work conditions described here is representative of those an employee encounters while performing this job. The employee is expected to travel and will be exposed to outside environmental conditions during those times. The incumbent typically works indoors in a heated and air-conditioned office, with a mixture of natural, incandescent and fluorescent light with low to moderate noise levels.
ZERO TO THREE: National Center for Infants, Toddlers, and Families is proud to be an EEO/AA: M/F/D/V Employer
National Association for the Education of Young Children (NAEYC). Job opportunities/National Association for the Education of Young Children(n.d.). Retrieved from http://www.naeyc.org/about/jobs
National Center for Family Literacy (NCFL). (n.d.). Careers. http://www.famlit.org/careers/
Zero to Three. (n.d.). Areas of expertise. Retrieved from http://www.zerotothree.org/about-us/areas-of-expertise/
I belong to the National Association for the Education of Young Children (NAEYC) and have used their website to find out their positions on policy regarding pertinent issues in the early childhood field, and to research articles in the YC: Young Children and Teaching Young Children publications. I have also used their Message in a Backpack handouts for my preschool parents. Currently there are only two job openings with NAEYC: Senior Meeting Planner and System Integrity Assistant (NAEYC, n.d.). Neither of the openings interest me, however I would like to be a contributor to their Message in a Backpack efforts.
Zero to Three is a nonprofit research-based organization that focuses on supporting healthy development of infants and toddlers (Zero to Three, n.d.). They have a Center for Training Services (CTS) which supports professional development for early educators which is where I would look for a job opportunity. There are currently no positions available.
Since there were no job descriptions and qualifications available for any of three organizations I was interested in I contacted Zero to Three for a job description of a Senior Writer/Training Specialist which would provide a good idea of qualifications needed for any of the three jobs I would be interested in. Their job description for Senior Writer/Training Specialist follows:
Job Title: Senior Writer/Training Specialist
Department: Program Division
FLSA Category: Exempt
FTE: 1.0 (Full-time)
Reports To: Director, Center for Training Services and Special Projects
Work Location: Washington, DC (Travel required)
Summary
The Senior Writer/Training Specialist is responsible for project activities including but not limited to content development and facilitation of online learning and community of practice sessions for the Doris Duke Charitable Foundation Capstone project. This involves incorporating existing ZTT content such as the Preventing Child Abuse and Neglect:Parent-Provider Partnerships in Child Care (PCAN) curriculum and parent-provider discussion-guiding handouts into on-line learning sessions that will be used by multi-disciplinary professionals participating in this project.
The Senior Writer/Training Specialist also provides training for trainers using ZERO TO THREE’s training curriculums, including PCAN and Cradling Literacy. The Senior Writer/Training Specialist will be responsible for developing high quality written and electronic products, assisting in collection of evaluation data and contributing to the team’s overall goals. This Senior Writer/Training Specialist will also provide training and technical assistance related to supporting parents and meeting infants’ and toddlers’ developmental needs to programs and providers through fee for service work. This position will require presentations at state, regional and national conferences and active participation in state, regional and national meetings. Much of the work takes place throughout the country, at times requiring extensive travel.
Essential Duties and Responsibilities
• Convert previous written materials into on-line electronic training modules.
• Train trainers with backgrounds in early childhood education, child welfare/child abuse prevention, and early intervention.
• Contribute to high quality written content (curriculum, trainings, journal articles, etc.)
• Travel as needed to provide training
• Research, design, develop and deliver workshops and technical assistance for multi-disciplinary professionals
• Collect and organize data related to both on-line training and in person training and TA work
Page 2 of 3
July 2013
• Assist in maintaining records of team’s activities.
• Assist in developing reports for funders.
• Co-facilitate training for trainers with other ZERO TO THREE trainers and consultants
Skills and Experience
• Strong knowledge and experience in training adults, extensive knowledge of infants’ and toddlers’ development and behavior.
• Expertise in a strengths-based and family-centered approach to working with infants, toddlers and their families.
• Excellent writing skills with a proven ability to write articles, develop materials, and communicate in writing with multi-disciplinary professionals on infant-family issues
• Experience organizing, developing and providing in person and on-line training for a multi-disciplinary audiences serving infants, toddlers and their families
• Minimum three years of experience developing online storyboard content for adult learning.
• Ability to work as part of an interdisciplinary team
• Expertise in prevention of child abuse and neglect.
• Minimum ten years of experience as a writer and trainer,
• Presentation skills using PowerPoint and workshop design skills.
• Some knowledge of Excel
• Excellent conceptual, written and oral skills
• Proficiency in using Word
• Proficiency in use of World Wide Web to gather information
• Experience with distance learning
• Ability to manage multiple tasks
• Ability to travel
Essential Qualities
• Encourages and practices critical thinking
• Is self-reflective and empathetic
• Recognizes the influence of workplace relationships on outcomes and results
• Maintains a respectful and accepting approach to others
• Awareness of the influence of the larger context on individual behavior
• Ability to integrate conceptual information and develop practical applications for professionals
Education
Master’s degree in social work, counseling, psychology, special education, early child childhood education or related field. Equivalent combination of degree and experience will be considered.
Physical Requirements
While performing the responsibilities of the job, the employee is frequently required to use finger dexterity as well as sufficient hand dexterity to use a computer keyboard and be capable of reading a computer screen. Also may need to remain seated for long periods of time, have the ability to perform repetitive motions, stand, walk, communicate verbally and hear well enough to detect nuances and receive detailed information. The employee may be required to grasp objects, push or pull objects, bend, squat, reach, or kneel. Vision abilities required by this job include close vision for preparing and analyzing data, and expansive reading. May need to lift up to 30 pounds.
Working Conditions
The work conditions described here is representative of those an employee encounters while performing this job. The employee is expected to travel and will be exposed to outside environmental conditions during those times. The incumbent typically works indoors in a heated and air-conditioned office, with a mixture of natural, incandescent and fluorescent light with low to moderate noise levels.
ZERO TO THREE: National Center for Infants, Toddlers, and Families is proud to be an EEO/AA: M/F/D/V Employer
National Association for the Education of Young Children (NAEYC). Job opportunities/National Association for the Education of Young Children(n.d.). Retrieved from http://www.naeyc.org/about/jobs
National Center for Family Literacy (NCFL). (n.d.). Careers. http://www.famlit.org/careers/
Zero to Three. (n.d.). Areas of expertise. Retrieved from http://www.zerotothree.org/about-us/areas-of-expertise/
Tuesday, July 9, 2013
Exploring Roles in the ECE Community: Local and State Levels
I mentioned the Christian Early Childhood Association in my discussion post this week. It is a Community of Practice (CoP) of which I have been a member for 16 years. I have gained practical teaching strategies, networked with other directors, and benefited from shared resources through this organization; and therefore I plan to continue to be a part of the CECA CoP.
I also just renewed my membership to the National Association for the Education of Young Children (NAEYC). This CoP keeps me abreast of current research and position statements regarding important issues in the early childhood field and links me to quality professional articles through their publications, YC: Young Children and Teaching Young Children; membership also means discounted NAEYC conference rates and discounts on NAEYC bestsellers.
I participated in classes sponsored by the Midwest Whole Child Development group and checked out learning materials from their resource library. The classes were set in round-table forums to foster discussion and sharing of ideas. I participated in their Director's Toolbox workshop which helped me develop practical skills needed in my role as preschool director and gave me an opportunity to network with other local preschool directors. I have lost touch with them, but would like to re-connect with that CoP.
I am currently a preschool director/teacher and am not looking for a new job for the upcoming school year; however, I am considering taking a teaching position as a kindergarten teacher the following school year. One of the articles I read in our Issues and Trends class, Graue's (2009) Reimagining KINDERGARTEN really struck a chord with me and has planted the seed of interest in making a difference in a kindergarten classroom. I plan to update and renew my teaching license this Fall and to submit my resume to local school districts. I will be monitoring job openings on a regular basis. I also plan to observe some kindergarten classrooms during the upcoming school year.
I have searched Kindergarten positions currently available and found a concise summary of job qualifications:
Bachelor's degree in Elementary Education from a four-year college or university
MO State Certification in Early Childhood (B-3) or Elementary Education (K-6) or (K-8).
According to the Kansas City, MO school district (https://kcmsd.cloud.talentedk12.com/hire/viewjob.aspx?jobid=2774):
I also just renewed my membership to the National Association for the Education of Young Children (NAEYC). This CoP keeps me abreast of current research and position statements regarding important issues in the early childhood field and links me to quality professional articles through their publications, YC: Young Children and Teaching Young Children; membership also means discounted NAEYC conference rates and discounts on NAEYC bestsellers.
I participated in classes sponsored by the Midwest Whole Child Development group and checked out learning materials from their resource library. The classes were set in round-table forums to foster discussion and sharing of ideas. I participated in their Director's Toolbox workshop which helped me develop practical skills needed in my role as preschool director and gave me an opportunity to network with other local preschool directors. I have lost touch with them, but would like to re-connect with that CoP.
I am currently a preschool director/teacher and am not looking for a new job for the upcoming school year; however, I am considering taking a teaching position as a kindergarten teacher the following school year. One of the articles I read in our Issues and Trends class, Graue's (2009) Reimagining KINDERGARTEN really struck a chord with me and has planted the seed of interest in making a difference in a kindergarten classroom. I plan to update and renew my teaching license this Fall and to submit my resume to local school districts. I will be monitoring job openings on a regular basis. I also plan to observe some kindergarten classrooms during the upcoming school year.
I have searched Kindergarten positions currently available and found a concise summary of job qualifications:
Bachelor's degree in Elementary Education from a four-year college or university
MO State Certification in Early Childhood (B-3) or Elementary Education (K-6) or (K-8).
According to the Kansas City, MO school district (https://kcmsd.cloud.talentedk12.com/hire/viewjob.aspx?jobid=2774):
ESSENTIAL DUTIES AND RESPONSIBILITIES: include the following. Other duties may be assigned.
- Prepares course objectives and outline for course of study following curriculum guidelines or requirements of state and school.
- Lectures, demonstrates, and uses audiovisual teaching aids and to present subject matter to class.
- Prepares, administers, and corrects tests, and records results.
- Attends data-team meetings and implements research-based instructional strategies
- Assign lessons, corrects papers, and hears oral presentations.
- Teaches rules of conduct.
- Maintains order in classroom and on playground.
- Counsels pupils when adjustment and academic problems arise.
- Discusses pupils' academic and behavioral attitudes and achievements with parents.
- Collaborates with parents, colleagues, and other stakeholders.
- Keeps attendance and grade records as required by school.
- Coordinates class field trips.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
This job requires that the employee be able to: sit, stand, walk, speak, hear, use hands, fingers, reach with hands and fingers; bend, stoop, lift objects of at least ten pounds. Job requires the employee occasionally to stoop, kneel, crouch or crawl. Visual ability requires mono and color vision, close vision, distance vision, depth perception and ability to adjust focus.
Christian Early Childhood Association. (n.d.) Christian early childhood association. Retrieved from http://www.CECAkc.org
Graue, E. (2009). Reimagining KINDERGARTEN. School Administrator, 66(1), 10-15. Retrieved from Education Research Complete database.
National Association for the Education of Young Children (NAEYC) (n.d.). National association for the education of young children. Retrieved from http://www.naeyc.org
Friday, July 5, 2013
Friday, June 28, 2013
Reflecting on Learning
As I consider all we have learned over the past 18 months, I am excited to create my own anti-bias learning environment to implement all the valuable knowledge and skills I have gained. My goal has always been to accommodate the needs of children and families who look to us for a quality start to their educational experience. This course, in particular, has provided such practical resources not only for creating an environment that supports and reflects all children, but I have begun to accumulate a resource list of children's literature as well as specific examples of how to communicate effectively when children express misinformation or misperceptions. In addition, I have already begun creating my own collection of persona dolls. I was so impressed with the process of using the persona dolls and the effects they have on stimulating children's thinking. Hoffman impressed me as having a voice of reason and experience and I plan to use his books as resources, as well.
For the immediate future, the upcoming school year, I will continue as preschool director/teacher which puts me in a position of implementing practices in the classroom as well as revamping our philosophy and strategies for working with families as a preschool. I have a new perspective of our role as resource providers for families and look forward to accommodating their needs more than what we have done in the past.
I would like to thank each of you for your insights. You have expanded my understanding of diverse experiences and I so appreciate your willingness to share, and your candor. Thank you, also, for your encouragement. It was so affirming to know that you took the time to read my thoughts and comment on them. I wish you all the best as we anticipate our last course. Our Degree is in sight! God Bless!
For the immediate future, the upcoming school year, I will continue as preschool director/teacher which puts me in a position of implementing practices in the classroom as well as revamping our philosophy and strategies for working with families as a preschool. I have a new perspective of our role as resource providers for families and look forward to accommodating their needs more than what we have done in the past.
I would like to thank each of you for your insights. You have expanded my understanding of diverse experiences and I so appreciate your willingness to share, and your candor. Thank you, also, for your encouragement. It was so affirming to know that you took the time to read my thoughts and comment on them. I wish you all the best as we anticipate our last course. Our Degree is in sight! God Bless!
Thursday, June 20, 2013
An International Look at Impacts on Early Emotional Development
I chose to look at issues children in Tanzania are facing. My husband and I have sponsored a child there for the past six years so I am concerned about challenges confronting her. The sponsoring agency has kept us aware of major issues facing the country such as extreme poverty, drought, and AIDS. According to Compassion International (n.d.), "Aids has orphaned nearly a million children, and thousands more must assume adult household responsibilities in order to care for ailing parents" (para 6). Children forced to take on adult responsibilities in environments where basic needs cannot be met are not given the secure nurturing conditions to foster healthy emotional development. "Negative early experiences can impair children's mental health and effect their cognitive, behavioral, social-emotional development" (Cooper, Masi, & Vick, 2009, p. 3). Additionally, alarming results of a survey sponsored by UNICEF (Salaam, 2011) revealed: "nearly three out of every ten girls and one out of every seven boys in mainland Tanzania and Zanzibar reported that they had experienced sexual violence. Almost three-quarters of girls and boys said they had experienced physical violence before the age of 18....and Twenty-five percent had been subjected to emotional violence by an adult during childhood" (Salaam, 2011, para 4).
What is being done in defense of children in Tanzania who make up half of the 40 million people there (Salaam, 2001, para 9)? According to Salaam (2001), a 4-year prevention and response plan has been created as a result of UNICEF's survey which is rallying media, faith based organizations, and member of society in general to advocate for children, educate, and work to reduce sexual, emotional and physical violence against children.
As a sponsoring partner with Compassion International and as an educator who realizes the significance of a secure environment, I am thankful for the efforts of Compassion which supports Development Centers where children can find safety and support provided by caring staff, food, as well as the opportunity to attend classes on health related issues including HIV prevention, tutoring sessions, and Bible classes.
Compassion International (n.d.). Partners in hope. Retrieved from http://www.compassion.com/
Cooper, J., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood. Retrieved from http://www.nccp.org/publications/pub_882.html.
UNICEF (2011). UNICEF. Press centre. Retrieved from http://www.unicef.org/infobycountry/media_59490.html.
What is being done in defense of children in Tanzania who make up half of the 40 million people there (Salaam, 2001, para 9)? According to Salaam (2001), a 4-year prevention and response plan has been created as a result of UNICEF's survey which is rallying media, faith based organizations, and member of society in general to advocate for children, educate, and work to reduce sexual, emotional and physical violence against children.
As a sponsoring partner with Compassion International and as an educator who realizes the significance of a secure environment, I am thankful for the efforts of Compassion which supports Development Centers where children can find safety and support provided by caring staff, food, as well as the opportunity to attend classes on health related issues including HIV prevention, tutoring sessions, and Bible classes.
Compassion International (n.d.). Partners in hope. Retrieved from http://www.compassion.com/
Cooper, J., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood. Retrieved from http://www.nccp.org/publications/pub_882.html.
UNICEF (2011). UNICEF. Press centre. Retrieved from http://www.unicef.org/infobycountry/media_59490.html.
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