Time Well Spent...

Time Well Spent…

            As I reflect back over the time spent in this program of study, I can truly say that I was not only well 

spent, but I was able to achieve some very valuable learning experience, build a foundation on which I can stand in the area of Early Childhood and develop some relationships with colleagues who have provide wisdom, knowledge and understanding that will help me as I continue my path in this ever changing and ever growing field of education.  Through this journey I was able to achieve more in-depth knowledge about child development and family involvement.  I was able to take a person look at my past, examine my beliefs, values and life experiences and see how they have shaped my thinking and made me the person whom I have become and even to examine myself today to determine, based on those analyses, areas where I can change and grow personally and professionally.  I’ve learned how to become an effective and efficient leader who has the capacity to make a difference in my agency, my community and the lives of those children and families whose lives I may touch along the way.

           My long term goal is to never stop learning, advocating and trying to make a difference for children and families in the area of Early Childhood Education.  I love the connections from the Learning Resource which showed how the interconnections from Walden, Early Childhood, my Colleagues, my Self and the Courses have all intertwined to connect and provide support, learning experiences, resources, professional knowledge and wisdom, professional development and a place that allowed me to excel, grow and develop into a caring and professional agent of change for Early Childhood Education.  Through my work as an educator, counselor and advocate, my long term goal is to open a community youth facility that provides services to at-risk children from dysfunctional and abusive homes, my passion is to help make a difference in the lives of children and address their needs individually and collectively and to assist parents in getting the services they so desperately need.

           I would like to personally thank each of my colleagues for you valuable feedback during our discussions and blogs.  I shall hold on to all the wisdom and information you provided and I wish each of you success in your future endeavors wherever they may take you.  To all my professors and especially to Dr. Darragh-Ernst, I thank you for your support, you wisdom and knowledge and your ability to bring out the best me that I can offer.  You have help me expand my vision of my professional goal of becoming a strong agent of change, an advocate and an educator in the field of Early Childhood for children and families.  I shall never forget my experience and the growth that I have experience as a result of the learning opportunities you have provided.  I think that Sonia Johnson, (American Feminist Activist and Writer) said it best when stating, “We must remember that one determined person can make a significant difference and that a small group of determined people can change the course of history”.  I want to be the one among that small group.  Thank you and God Bless each of You.

Each time a person stands up for an ideal or acts to improve the ripple of hope and crossing others from a million different centers of energy and daring these ripples build a current that can sweep down the mightiest of walls of oppression and resistance.

                                                                                    Robert F. Kennedy

U. S. Senator & Attorney General

Jobs/Roles in the ECE Community: Internationally

The three international organizations I chose are:

UNICEF – I chose this organization because of the work they do globally for children and families.  Their overall vision is to build a world where every child can grow up healthy, protected from harm and educated, so they can reach their full potential.  They also have an equity-based program which is the foundation of their disability agenda where they hope to mainstream disability across all of their policies and to develop leadership on the rights of children with disabilities, building capacity among staff and partners.

The job interest I chose was an Education Specialist in Bangui, Central Africa.

Skills include:  Being accountable for planning, implementing, monitoring and evaluation of Education program(s) to ensure overall efficiency and effectiveness of the program management, delivery and accomplishment of program goals and objectives; accountable for identifying gender inequalities in education, and for developing innovative approaches and programs to eliminating these inequalities; and collaborates across the program(s) to ensure gender mainstreaming.  The skills and knowledge I’ve gained in this program have prepared me with the competency to fulfill this job requirement.

My second choice was the Academy for Educational Development.

I chose this organization because they work side by side with ministries, communities, schools, teachers and families to create education systems that respond to the complex, dynamic and diverse needs of the people they serve. This program emphasizes the use of data for decision making, foster student-centered learning and promote education in fragile and post-conflict areas. They are leaders in designing international exchanges that promote leadership, professional development and global collaboration.

Also The Bridge to Employment (BTE) program works with at-risk students in economically disadvantaged communities across the U.S. to help them build solid futures. Partnering with business and community groups, the program provides students with real world experiences as a means of introducing them to an array of careers in the health care industry.

The job opportunity I was interested in was with the Bridge to Employment program.  I chose this, although the program ends this year after its annual training, because they are committed to:

• Building long-term partnerships among business‚ educators‚ parents and community groups
• Preparing at-risk young people to meet the challenges and requirements of the health care industry
• Reinforcing parental involvement as a valuable link between young people and their schools
• Recognizing and advancing exemplary community efforts to assist young people to begin building careers.

There were no actual jobs with monetary pay available but the work which the program seeks to provide to youth throughout impoverished communities is what interested me most.

The last organization I chose was that of the Association of Childhood Education International (ACEI), which is an organization focused on the education, development and well-being of children worldwide.  They also seek to influence the professional growth of education and the efforts of others who are also committed to the needs of children in an ever changing society. This program works closely with the United Nations in making sure children in every nation will have access to quality education which helps them to become responsible citizens. Their "Love Me, Teach Me" campaign is what interest me.  ACEI's cornerstones are:

1.  See Me:  The Child's Right to Identity

2.  Hear Me:  The Child's Right to Participation

3.  Love Me:  The Child's Right to Security, Stability, and Protection

4.  Teach Me:  The Child's Right to Education.

Also their 10 Pillars of a Good Childhood are:

1. Safe and secure places for living, with learning and access to health care, clothing, and nutritious food
2. Strong families and loving, consistent caregivers
3. Social interactions and friendships
4. Creative play and physical activity
5. Appreciation and stewardship of the natural environment
6. Creative expression through music, dance, drama, and the other arts
7. Education that develops the full capacities of the child—cognitive, physical, social, emotional, and ethical
8. Supportive, nurturing, child-friendly communities
9. Growing independence and decision making
10. Children and youth participating in community life.

I did not find any positions for employment available for this organization but they do offer internships in research and advocacy in the Washington D.C. office. Interns are given the opportunity to gain work experience consisting primarily of online research and data gathering that will contribute to the development of briefing papers and other types of resources. In addition to their day-to-day assignments, interns will have the opportunity to attend various meetings related to childhood education. 

References:

Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index.htm

Association for Childhood Education International (ACEI) (n.d.).  Retrieved from http://acei.org.

United Nations Children's Fund (UNICEF). (n.d.). Retrieved from http://www.unicef.org/

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

Administration for Children and Families – Head Start Program

Position:  Program Specialist for Region IV – Atlanta, GA

I chose this program because I currently work in a Head Start Program and I am familiar with the work of the Program Specialist and I have experience in this program.  I feel that I have established some great relationships with people in the both the local and federal program and that I can be a great asset to Regional Program

Office of the Administration for Children and Families Head Start Program. (n.d.).  Services to children

                with disabilities.  Retrieved from http://eclkc.ohs.acf.hhs.gov/.

                                                                                                                                                                 

Institute for Disabilities Study – University of Southern Mississippi

I chose this organization because of the great work they do in providing resources, training and technical assistance and professional development to professionals working with children with disabilities.  They not only look at disabilities, but also health, housing and employment for those with disabling conditions.  I did not locate any employment opportunities that were available.

University of Southern Mississippi. (n.d.)  Institute of Disability Studies.   Retrieved from

http://www.usm.edu/disability-studies. 

                                                                                                                                            

Association for Childhood Education International (ACEI)

ACEI is a charitable organization dedicated to promoting the optimal education and development of children in a changing world through various programs and projects.  ACEI members have acted as social change agents, involving themselves in various critical societal issues in their efforts to ensure that children around the world are protected, supported, and educated in ways that allow them to reach their full potential.  I chose this organization because of the work they do in the field of early childhood education, both in the U.S. and overseas, by ensure that all children have an opportunity achieve and education.  I believe I have the skills to work in this organization and because of their commitment to be agents of change throughout the world; this is a program that has brought about more self-awareness and interest in the ECE program in more diverse nations.   Their Love Me, Teach Me program that promotes children’s rights and needs on a global realm is built on four cornerstones:  See me, Hear me, Love me and Teach me.  I would work in this organization even though it is strictly voluntary.

Association for Childhood Education International.   Retrieved from http://www.acei.org/ 

Exploring Roles in the ECE Community: Local and State Levels

Exploring Roles in the ECE Community:  Local and State Levels

Three local or state organizations or communities of practices:

Mississippi Low Income Child Care Initiative’s Step Up Project

This is a three year old program funding by the Kellogg Foundation, MLICCI that is designed to demonstrate what it cost for centers serving low-income families to successfully participate in the Quality Rating Scale; create detailed recommendations for providing resources so that poor children are not left behind, and to examine whether/how other states have made quality improvements to their early care and education systems without making these critical serves unaffordable for low-income working families.  The project includes 20 representative low-income centers from across the state that receive technical assistance and financial support  and their progress is monitored closely and evaluated as the basis for an extensive study of the sector’s needs.  I chose this program because of the work they do in assisting programs with resources for low-income families and ensuring that they are able to provide quality services to children and families while helping them to meet the standards for quality education.

Institute for Disabilities Studies Project Prepare

Project Prepare is funded by the Mississippi Department of Human Services, Division for Early Childhood Care & Development (GR#525Q7847).  The goal is to improve the quality of care for children in licensed child care settings across the state by enhancing the professional development opportunities needed for centers to successfully include children at risk and children with special needs.  They also provide professional development opportunities and support to enable educational programs to better serve children with special needs.  I chose this program because of the professional development opportunities and resources they provide to programs.  I have worked with this program for several years and they have been a invaluable resource to myself and the program in which I work.  The provide institutes and trainings to help programs serving children with disabilities to gain knowledge and skills to enable them to provide better services.

Excel by 5

 The Excel By 5 is an early childhood community certification program that focuses on a

community's young children.  It emphasizes the important roles parents and early

childhood educators play in the lives of children during their most formative years - birth to age 5. Early childhood educators/providers come together quarterly (minimum) and receive training on early learning guidelines and age appropriate curricula so that everyone knows and understands the levels of competencies leading to a successful transition from one level of the child's education to the next.  The hold Community-wide meetings to provide updates to businesses, parents, school reps, childcare providers, faith based organizations, local elected officials, advocates for early childhood; networking opportunities; community health fairs; community family events; and ways to maintain a quality early childhood community.  I chose this program because of my work with the organization from its inception and the collaborative efforts that all the community organizations provide to ensure that Cleveland, Mississippi became a certified Excel by 5 community.

The job opportunity which interest me would be to own a community center that addresses the needs for children and youth in the area of counseling, education and teen pregnancy.  There are no programs in this area that serve children and youth in these areas and provide a place for children to go who come from homes where there is dysfunction, abuse or school dropout.  I am currently obtaining the skills needed to operate this type of program.  I have obtained my Masters in Counseling and will soon complete my Master in Early Childhood.  I am also working on my license through the State for Counseling.  I am in the process of writing a proposal for a grant to assist in funding this program.

References

Excel by 5. Cleveland Community Excel by 5.  Retrieved from http://www.excelby5.com/cleveland

Mississippi Low Income Child Care Initiative. Step Up Project.  Retrieved from

http://www.mschildcare.org/programs/step-up-project.html.

University of Southern Mississippi.  Institute for Disability Services.  Retrieved from

           

  http://www.usm.edu/disability-studies/prepare-overview.

FINAL BLOG

I guess you would consider this the adjourning phase of our course and therefore I want to begin by thanking each of you for your encouraging words through our discussions and our blogs.  It has contributed greatly to my growth with knowledge and understanding, but has given me a new window in which to view the work that I do.  Having another persons perspective on how to address situations, opportunities, and working together with others can shed light on the things that you are doing right and those that need to be changed.  It is amazing how communicating with others can impact the way you see them and they see you in developing relationships.  I want to encourage my colleagues to continue reaching for your next level in the field of ECE. I hope that I have made some small contributions during this course that may have been beneficial to you in some way. You each have so much to offer our families and children to enable them to succeed.  I want to wish you continued success and I hope to meet up with you again in a future course.

My contact information is:

eliza.west@waldenu.edu

westeliza@hotmail.com

TEAM DEVELOPMENT - ADJOURNING PHASE

           I had an opportunity to work with a group of professionals on a project that involved working with children with Autism Spectrum Disorder.  Since I have a son with Autism, I was especially interested in working with this support group and preparing different educational and research studies about the difficulties families face when they have a child with this disorder.  I was also a part of a study group with colleagues while in college working on my first Master’s Degree.  I think that of all the groups I have been involved with, these are the two that were the hardest to adjourn from.  When developing a team of individuals, with common goals, outlooks and visions, it makes it easy to secure that commitment to work together to obtain a desired outcome or goal.  It was easy to work with the group and families of children with ASD because we all had similar experience, some more intense and overwhelming than others, but regarding of the enormity of the situation, they all have an impact on the family and this is what drew us all together.  

           The group that was formed with my colleagues from school became a bond because we each were trying to achieve the same goal, successfully completing the program.  We began the process together as a group of 30 and after the first semester, we became 17 and we each work together, studied together, commiserated together, and celebrated together at graduation.  It was because of this bond that even after we each went our separate ways, we continued to keep in touch.  O’Hair & Wiemann (2012) noted that team members may opt to maintain friendships even if they will no longer be working together.  Abudi (2011) found that it is likely that any group that reached Stage 4: Performing will keep in touch with each other as they have become very close knit group and there will be sadness at separating and moving to other projects independently.  This was the case with both of these groups with which I became closely involved.

            The groups of colleagues in which I have been working with in this Master’s Program have given me insight into their lives some personal and all professionally that has allowed me to get to know them.  Some, whom I began the program with, last year, have given me essential feedback and encouragement that has meant more to me than they realize.  I feel that I have made so lasting professional and a few personal friends that share a vision of creating a more caring, socially conscious and professional group of educator to ensure that our children and families attain personal and academic success.  I look forward to the adjourning of our group because by then we will have seen our vision come to a successful end in one instance and a beginning in another.

References

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from

http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

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

            Bedford/St. Martin's.

CONFLICT RESOLUTION

          I have not been involved in any conflicts recently with any supervisors or colleagues, but in my personal life, I did have a disagreement with my daughter regarding a trip which she wants to take in December.  I am aware of the fact that she is an adult and that she no longer lives in my household, but I still feel that in some cases it is necessary to give her my opinion even if she does not accept it.  She asked if I would assist her with a ticket to go to LA to visit a male friend of hers.  She has never taken this type of trip before and she really does not know as much as she should about the young man she is going to visit.  I felt that if he was interested in her visiting him, he should offer to pay for her ticket and her hotel room.  She has not known him very long and most of their conversations have taken place on the phone because he travels a lot and because of where he lives.  He is in the entertainment field and this concerns me even more.  She was not happy to hear what I said and because of this she was upset and felt that I was wrong in my suspicions and my request.  I was raised in the old school that said if a man wants to have a relationship with you, he should do the pursuing.  I stated to her that, because she is an adult, she has to make the decision of what it is that she wants to do and that I would respect her choice even if I don’t agree with it.  I also made it clear that if she decided to go, she would have to be responsible for her expense because that is what adults do.

            By using honest expressions of Nonviolent Communication (n.d.), it allows us to reframe the way we express ourselves and listen to others by focusing our consciousness in the areas of what we are observing, feeling and needing and what we are requesting to enrich our lives.  When speaking with my daughter, I was able to express myself while still listening to her reasoning as to why she should still go on the trip.  I also acknowledged that I respected her feelings and her need to make a decision independent of me and my thoughts or opinion.  I also listened empathetically to her by recognizing her feelings and the fact that as an adult she has the right to decide what is best for her.

 

            I would love to have the opinions of my colleagues about what I should do in this situation?   

Reference:

The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved 

          from http://www.cnvc.org/