Time Well Spent

These last eight weeks have been a journey to my final step in completing my Master's in the ECE field.  As I look back, I am reminded that it is important to build a community of practice that will bring a variety of experts together to meet a demand or need.  Another informative thing I have learned that personally, I am a people person who can be demanding when needed.  The last thing that I will ever remember is that as a leader, I need to stay focus on the goals that I have established and collaborated with others.

My long term goal is to build a resource library that will provide the child, the parents, the staff, and the community valuable information of how to be positive advocates and learn how to be effective in seeking grants and other fundings that will enhance the early childhood quality of care.

I wish everyone a safe and Happy Holiday and may your New Year be filled with joy and success.  I have been touched by your discussions, your recommendations, your dedication and your accomplishments. I know that you all are now ready to take on your next endeavor and make a positive impact on the development of every child that you will come in contact.  

I leave you with this quote by an unknown author:

"If a child cannot learn by the way we teach, then we must teach the way a child can learn."

   

Jobs/Roles ECE Community Internationally

My first choice is UNICEF. I was interested in the Child-friendly schools that has become the main approach through which a network of international and national partners is promoting quality education for all children, in everyday situations as well as in emergencies. In 93 countries, the child-friendly school approach is used for ensuring children their right to quality education. This is all based on the fact that school experience are not always positive and with this program children are given an engaging way to be educated.

As a part of a Global Capacity Development Programme on CFS, UNICEF has developed a Manual to help countries implement CFS models that are most appropriate for their specific circumstances.

If you are a committed, creative professional and are passionate about making a lasting difference for children, the world's leading children's rights organization would like to hear from you.
For 60 years, UNICEF has been working on the ground in 190 countries and territories to promote children's survival, protection and development. The world's largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.

Job Opportunity
Education Cluster Coordinator, P-4 Juba South Sudan
Purpose of the Position
On behalf of the IASC Human it Adrian Coordinator in South Sudan and UNICEF (as the lead agency for the IASC Education Cluster), and in collaboration with Save the Children, the State Authorities, the main purpose of the Education Cluster Coordinator post is to provide leadership and facilitate the processes that will ensure a well-coordinated, coherent, strategic, and effective Education response in South Sudan.

1. Qualification
Advanced university degree in one or more of the disciplines relevant to the following areas:
Education; Primary Education, or Social Sciences fields relevant to international development assistance.
Some demonstrative capacity to identify and monitor gender inequalities, as well as develop and implement gender mainstreaming in programmes.

2. Work Experience
Minimum eight years of progressively professional work experience, preferably in emergencies. Four of which should be in direct Education in Emergencies, of which 2 years of this experience should be field-based dealing with large-scale emergencies or displaced/refugee situations. A minimum of 2 year experience in Education with UN and/or NGOs in developing countries. Knowledge and experience in application of international technical guidelines and standards in Education.
Previous experience in Cluster approach.
Background and experience working with and in Emergency leading Education response in several countries.
Demonstrated experiences in organising and conducting training activities and information campaign on education related issues.

Proven technical expertise in the area of education assessments including survey, program implementation, monitoring and coordination.

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

Second interest is the United Nations Education, Scientific, and Cultural Organization
I liked how advocacy is identified. Advocacy is an essential element of UNESCO’s mandate and action as the EFA global coordinating agency. Increased advocacy efforts help to accelerate progress towards the achievement of the six EFA goals by holding the international community to its commitments and by sustaining political momentum.
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.

Job Opportunity:
Internship:

Academic qualifications and fields of interest: Internships are exclusively reserved for students pursuing a graduate or postgraduate degree programme (second university degree or higher) or technical/professional studies.

As graduate or post-graduate students, you must have already completed a Bachelor’s degree (or equivalent) and be completing at least a Master’s degree at the time of application. Should your studies not be divided into undergraduate and graduate stages, you must have already completed at least 3 years of full time studies at a University or equivalent institution and be in your 4th year of full time studies towards a same diploma.

Candidates pursuing technical/professional studies must be enrolled in the last year of their graduate studies. Secretarial students, should more precisely be in the last year of their bilingual school (French/English) for any internship at Headquarters.


Languages: Excellent spoken and written knowledge of one of the two working languages, English or French.

For secretarial or assistant internship assignments at UNESCO Headquarters and Field Offices, excellent spoken or written knowledge of one of the two working languages, English or French, and a good knowledge of the other language may be required.

Computer skills: Ability to use office-related software (MS Office).

Attitude: An awareness of the many facets of a multicultural world and a commitment to international public service are essential.

Availability: The duration of an internship must be between one and four months.


United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved from http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/

Third Choice: Save the Children
Save the Children is the leading independent organization creating lasting change in the lives of children in need in the United States and around the world. This orhanization is recognized for being commitment to accountability, innovation and collaboration, the heart of communities is the focus, to help children and families help themselves. Save the children works with other organizations, governments, non-profits and a variety of local partners while maintaining our own independence without political agenda or religious orientation.
Job Opportunities
Emerhency Education Cluster Co-ordinator

Responsibilities
Assume overall responsibility for co-ordination of the Education Cluster.
Work closely with other key members of the Education Cluster, including school officials, National, Provincial or Local Governments, OCHA, UNICEF and all other cluster members.
Secure commitments from humanitarian actors responding to or supporting the emergency response.
Lead development of the Education Cluster work plan, and co-ordinate the harmonization of response activities, ensuring that activities prevent overlap and duplication.
Ensure that cluster activities reflect the needs identified at field locations.
Ensure that information is shared amongst cluster members, and that information from other sectors and clusters is made available to cluster members in order to improve planning, integration and implementation.
Ensure clear and effective communication occurs between the field and the national cluster.
Contribute to regular OCHA sitreps, and take an active part in OCHA coordination meetings.
Ensure that inter-agency response strategy for Education reflects key findings from needs assessments, identifying gaps, and formulating a sector-wide inter agency response plan, taking into account the cross-cutting areas from other sectors or clusters.
Ensure education is explicitly included and prioritized in all multi-sector assessments and reports, including OCHA Sitreps.
Ensure cluster members are aware of relevant minimum standards, policies and guidelines with apply to all agencies.
Track and monitor cluster members fund raising for Education specific interventions, and ensure that members are aware of funding opportunities.
Where appropriate, ensure that capacity building of country programme staff occurs in order to ensure ongoing sustainability and quality of the response.
Requirements
Excellent communication skills, including ability to facilitate diverse groups.
Relevant qualifications in Education, related field or at least fie years of relevant experience.
Experience of high level co-ordination and chairing of meetings.
Experience in humanitarian response within the education sector.
Understanding of international humanitarian response and co-ordination mechanisms.
Ability to work and represent views across different stakeholders taking part in the Education cluster.
Understanding of opportunities to provide integrated or cross-cutting humanitarian interventions with other sectors and Clusters.
Understanding of the consolidated Appeals Process and other funding mechanisms.
Ability to plan strategically, taking into account the views of diverse stakeholders.
Excellent advocacy skills.
Excellent written and verbal English language skills.
Experience and/or an interest in response region desirable.
Ability to speak other international languages desirable.
Formal training in Cluster Co-ordination desirable.

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm
Working on an international level truly requires dedication and commitment. I admire those who hold any position in these organizations that I have reviewed this week.

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

This week’s assignment made me take a look at what I have been doing for the last 23 years and how important it is to be able to reassess where I am and where I want to be within the next five years. I currently work for the federal government and I have been in various positions within the federal government system under the military affiliation. This week I ventured beyond the military walls and looked at the following national agencies and organizations:

Department of Education: www.ed.gov

A federal agency that is geared to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Job opportunities range from supervisory to research. Because this agency conducts research, analyze the research, and develop policy and procedures, I am most interested in seeking a job within the policy and procedures department. Currently there are no positions open. I did find a position that sparked my interest, Director, Special Education Rehabilitation and Research Analyst. Although I do have the experience and the education, currently I do not meet the criteria because I am currently 2 levels below the position.


National Education Association: www.nea.org

This is the nation’s largest professional employee organization, is committed to advancing the cause of public education. The mission is to advocate professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world. Positions in the NEA include executive, managerial, professional, technical, administrative/clerical and trades/crafts. Although the headquarters is in the Washington DC area, there are state affiliation connections for hiring. Being in the DC/MD/VA area there are opportunities in the area of Uniserv Director that primarily serve as advocates to make positive changes for teachers and students. I would need to be able to communicate verbally and nonverbally, have technology skills, be able to handle conflict and be a self- starter who works without direct supervision.

National Head Start Association: www.nhsa.org

Mission is to coalesce, inspire and support the Head Start field as a leader in early childhood development and education. The association is compelled to fulfill this mission by the promise of all the possible outcomes: one powerful, united HeadStart voice, a collegial, collaborative. There is a Director of Family Development positon available and of interest to me because I enjoy working with families and providing them with resources that will be effective in the development of their children. One of the requirements is that all applicants must be a member of the organization before you can view the position listing and apply.

All three sources that I researched appealed to my interest because their missions are related to my goal of being an advocate for early childhood. It is important that every child, family, and educator are provided the right resources that will ensure that all developmental needs are met and are offered equally to all, especially to those who have special needs. As I finish my Capstone and I obtain my Masters in the field of ECE Leadership, my goal is to be able to make a difference for children. I now see that there are many ways that I can be influential by either being a part of policy and procedure development, mentoring educators, and walking directly with families and children.

Community Practice: Organizations and Job Opportunities

National Association Early Young Children(NAEYC)
http://www.naeyc.org

NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).

NAEYC seeks an effective leader with proven success in accreditation and early childhood higher education or professional development systems. I found a Senior Director position that was of interest. The responsibilities included directing, leading, and managing NAEYC’s efforts related to the accreditation of early childhood education degree programs in institutions of higher education that lead to an associate, baccalaureate, or advanced degree. Works in collaboration with internal and external stakeholders, including NAEYC staff, NAEYC peer reviewers, ECADA Commission members, NAEYC Audit Team members, and representatives from national/local organizations to make NAEYC higher education accreditation systems critical components of state and national professional development systems.

Minimum of a Master’s degree in human services management, early childhood education, child development, instructional design, adult learning, education policy, higher education administration, or a related field. Also there is a requirement of
5 years of experience in accreditation systems and higher education or professional development systems; at least 3 years with significant supervisory/management responsibility.
Knowledge of higher education accreditation systems, higher education systems, and/or state professional development systems and their connection to ECE professional preparation
Knowledge of early childhood education or child development.
Knowledge of current issues and key stakeholders in the early childhood education field, particularly as they relate to the early childhood workforce.
Experience in public speaking, developing, and presenting material to a national professional audience, and facilitating group processes. Ability to travel.

The Division of Early Childhood
http://marylandpublicschools.org/MSDE/divisions/child_care/index.htm

Development at the Maryland State Department of Education is responsible for early care and education in Maryland. The main mission of the Division is to improve early education in Maryland so that young children are well prepared for school. The Division is composed of the Office of Child Care, the Early Learning Branch, and the Collaboration and Program Improvement Branch.

I did not see any positions of interest to me at this time. My goal is to be a me to support the developmental needs of all children especially those with learning disabilities. I will continue to revisit the website for job opportunities that will meet my goal and focus.


Military Child Education Coalition (MCE)
http://www.militarychild.org/about-us

This organization is focused on ensuring quality educational opportunities for all military children affected by mobility, family separation, and transition. A 501(c)(3) non-profit, world-wide organization, the MCEC performs research, develops resources, conducts professional institutes and conferences, and develops and publishes resources for all constituencies.

Because I am currently working in the military early childhood program, there is an opportunity to become more visible and an advocate for military families and children. The position is Military Student Transition Consultant (MSTC) .
The MCEC is looking for a seasoned, strategic, and process-minded Military Student Transition Consultant (MSTC) with public school experience, strong ties within the local school district, military service background, and military education background. To support a positive relationship between the School District and the Military community. Establish protocols to communicate and market available school district and MCEC
resources and school events to families; Work with military connected students and others to coordinate and support efforts to: assess needs, build awareness of resources, and provide a connection between students/families with needs with possible solutions; Provide assistance to military connected students with needs as they relate to deployment and relocations;
Assist in providing programs and services which place an emphasis on promoting
the military connected student and families with the local community;
Assist, as needed, with grant proposals and other fundraising opportunities;
Provide support to families with special needs issues and assist in the navigation
of the school special education process;
As a prerequisite, the successful candidate must be committed to the core values of the MCEC’s mission. Further, the successful candidate will most likely have had a combination of public school experience and a military education background (e.g., taught in schools with military-connected student populations). Military service and/or military family connection is highly valued.

Candidate requirements:
• Character—trustworthiness, dedication, respect for diversity of background and experience, dedication to learning and growing personally, patriotism, maturity, high personal and a deep commitment to children.
• Results—proven track record of exceeding goals and a bottom-line orientation; evidence of the ability to consistently make good decisions through a combination of analysis, wisdom, experience, and judgment.
• Action Oriented—enjoys working hard and looks for challenges; able to act and react, as necessary, even if limited information is available; is responsive; not afraid to take charge of a situation.
• Articulate and Accurate—demonstrates excellent written and oral communication skills.
• Background Requirements—authorized to work in the United States, undergraduate degree related to education required; Master’s degree in education, special education, social work, psychology, or counseling, or similar advanced degrees highly preferred; Experience working
military students highly preferred; Special education background is highly preferred.

Based on my education and experience I feel that I would equipped to work in the NAEYC and MCEC Organizations. Having a military culture background in early childcare and completing the Walden MS ECE program I would bring a strong sense of communication and collaboration which draws on my focus of being an advocate for families and children.

Adjourning

As  I thought about the process of getting to adjourning when working in a team setting, I was reminded of the many courses that I have attended that related to my managerial duties.  During the courses, my colleagues and I were paired up into groups and we were assigned to complete a project within a week based on the training and information provided.  At the end of the week we would have to present our project. The last course I attended, people were paired up with a combination of new hires and long term employees it was interesting as we went through the stages of forming, storming,  performing, and adjourning.  There was a lot of storming that took place because we all came from different places, the skill levels ranged from entry to target and although we received the same information to manage our programs, the interpretation may not have been the same.  On the night before our presentation was due, we finally agreed(a little norming showed up) that we all provided valuable information that would we could perform the task of developing a presentation that met the requirements for completion of the course.

During the presentation, the group received feedback from the instructor.  One of the comments was that we all demonstrated a trust within the group.  Our presentation involved each group member to speak and it was pointed out that as a team, the information flowed from one person to the next.  Not sure what the other groups experienced during the course, I just know that we allowed each other to express ourselves as long as it took and when we needed to get the work completed, we performed with ease.  As we prepared to go our separate ways, we each provided our contact information and we still keep in touch on a social and professional level.  Even though we may never attend another course together, we will always remain in contact with one another.  Recently two of our team members were promoted to a senior level and although we are miles a part, it was exciting that due to our continued connections, we were able to share our congratulations.  Adjourning does not always have to be an ending.  It can be closing one door and opening another because of previous interactions.

As I have made connections during my online studies with many Walden colleagues, I hope that we will continue to build upon interactions and remain connected through our social settings and continue to share our experiences as early childhood educators making a difference in the lifes of the children and families by providing support and resources that meet the educational needs of everyone.

Communication and Conflict

Conflict arises when two or more people have contact that deals with making decisions or decisions have been made without input from everyone affected.  I recall a situation within my work environment where decisions were made to transition staff from one program to another without communicating with the management team.  This decision brought about tension and reluctance which reduced the efficiency of workflow.  There was no team work, managers kept to themselves and would not share programming information as they had done in the past.  As a result a team mediation meeting was requested by the lead team manager. It felt like being in a court room as we were all questioned about actions that were taken beyond our control. 

Based on the reading for this week, conflict can be bad or good, it all depends on how conflict is handled. “The goal is not to end or eliminate conflict but simply to transform the ways it is expressed”, (Third Side, n.d.).  If there had been a better way of communicating why the changes were occurring and not just directed to make the change, the managers would have continued to work as a team and not separate. 

Even though the mediation took place, the outcomes were basically that managers would do what they were told and not question the decision.  Why even go through the mediation process  if the managers could not express themselves or be heard.  Listening to what the managers had to say was definitely not an option, to me it was one sided.  I like the win/win approach, “I want to win and I want you to win too”, that was identified in the Conflict Resolution Network Article, n.d.  Being able to effectively communicate makes a tremendous difference in the environment.   Due to the miscommunication, some managers chose to move on to other venues.  I honestly believe that if the team were allowed to really work as a team, the 3 R’s, respectful, reciprocal, and responsive relationships would have remained and improved upon. 

As a team member, I now sit back and observe before I provide my thoughts as I do not want to have this type of experience again in my career.  “Knowing how to present yourself in the best way usually involves paying attention to your behavior and that of others”, (O’Hair & Wiemann, 2012, p. 55).

References

Conflict Resolution Network. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3

O’Hair, D. & Wiemann, M., (2012). Real communication, An introduction. Chapter 8, "Managing conflict in relationships”New York: Bedford/St. Martin's.

The Third Side. (n.d.). The third side. Retrieved from http://www.thirdside.org/

Who Am I As A Communicator?

          As I reviewed the assignment for this week and I proceeded to evaluate myself, I was provided valuable information that will help me build a communication style that will allow me to express myself in a professional and meaningful matter. I was able to see that yes I am sometime uneasy in some communication situations and in other communication opportunities I am more confident.  I can certainly see that when I am in small settings or conducting one on one conversation I am more at ease with my dialogue.  When I am in a large group setting, I tend to become tense because I want to ensure that I stay on target and that the information that I am presenting comes across effectively.

          I do agree that I am apt to become aggressive when communicating with staff members about their performance especially when it becomes repetitive in addressing what is desired and what the staff member is actually doing which does not meet the standards for programming and customer service.

          It was also interesting to see that through the eyes of my family member and colleague, there were similarities in the area of communication anxiety and listening styles. I was more intrigued with the evaluation of my family member who evaluated my verbal aggressiveness as being moderate and my colleague’s response was similar to what I had evaluated as being at a significant level of crossing the line and being aggressive to the listener which could cause hurtful feelings.

          Upon assessing the evaluation, I do acknowledge that I need to be more attentive in the way I verbally communicate.  I must say that I would have considered myself to be an action-oriented person when it comes to listening. The evaluation results reflect that I am people-oriented listener. With this in mind, I need to find a medium in the way I listen and how I communicate in all settings whether small, large, or one on one.  I do not want to make anyone feel uncomfortable, yet I want to make sure that I am effective and productive in anything that I am apart of whether it be on the job, at home or in my community.

References

Communication Measures: Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge. “Communication Anxiety Inventory" and "Verbal Aggressiveness Scale".  Copyright 2009 Taylor & Francis Group LLC Books. Used with permission from Routledge via the Copyright Clearance Center.

Communication Measure: Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R. (Eds.) (2009). Communication research measures II: A sourcebook. New York: Routledge. "Listening Styles Profile-16". Copyright 2009 Taylor & Francis Group LLC Books. Used with permission from Taylor & Francis via the Copyright Clearance Center.

Communication Styles

Communication is a growing process and for me it all depends on the setting.  I often find myself to be more apt to listening with minimum non-verbal expressions when I am in meetings with professional colleagues, those I supervise, parents and with those who I am not familiar.  When I am with my family and friends, I tend to tell it like it is as I see it with a lot of non-verbal expressions. 

After this week’s assignments, it has become clear to me that I need to look at myself and how I can be more effective in my communication styles so that people truly listen to what I am saying. “You develop a self-concept by thing about your strengths and weaknesses, observing your behavior in a wide variety of situations, witnessing your own reactions to situations, and watching others’ reaction to you (Synder, 1979)”, (O’Hair & Wiemann, p. 47, 2012).

I grew up learning the Golden Rule, the concept of treating others as you want to be treated.  This is not always true because others may not feel the way I feel or see things the way I see them.  The Platinum Rule, provides a way for others to see how to truly see how people want to be treated without perception. “Competent communicators want to learn and improve. They are motivated to enhance their ability to relate to others as they are”, (Beebe, Beebe, & Redmond, p. 107, 2011).  This is way it is important to get to know people and learn of their cultural upbringing without assuming or putting self-perception into play. “The less sure you are of the person’s qualities, the way the person will behave, or what will happen, the higher that degree of uncertainty”, (O’Hair, & Wiemann, p. 201, 2012).

 

References

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

others (6th ed.). Boston, MA: Allyn & Bacon. Chapter 4, "Interpersonal Communication

and Diversity: Adapting to Others" (pp. 85–114).

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

Bedford/St. Martin's.

Communication Skills: Language, Nonverbal, Listening

This week’s assignment required me to look at a television show that I have never seen before.  This was not easy, but I remembered a show that I came across last spring called, “Community”.  This show is based on a lawyer who was scuppered when it is discovered that he has falsely claimed to have a bachelor's degree. He is suspended and enrolls himself into Community college. He forms a study group so that he can get closer to an attractive student. The study group includes a millionaire, a former drug addict, a former quarter-back, a single mother, and a film student.

As I watched “Community-Introduction to Teaching” in silence, I observed a lot of eye movement, hand gestures, questionable looks, swaying of the head, and faces full of angriness, confusion, frustration, doubt and a little compassion from teachers and students.  The show included classroom instruction time, facility instructors meeting together, the study group session, and individual meetings between facility instructors, instructors and students, and between students.

When I reviewed the show with voice dialog, I was able to put together the reason for my observations. The lawyer student was introduced to the role of a facility member.  His first day, the student who he was attracted to calls him out because he was not prepared to teach.  Throughout the show, there were numerous other encounters among the instructors and students. I am glad that I was able to understand why the film student (who participates in the study group) became overwhelmed and was acting out in his presentation assignment of watching a Nicholas Cage movie and providing thoughts about his acting skills.

As educators, we must be aware that verbal and nonverbal communication can be contradicting. Communication does have many facets and can be seen in different ways. “It is important to bear in mind, however, that just because we tend to place more stock in nonverbal communication doesn’t mean that we are always right,” (O’Hare & Wiemann, 2012, p. 130).  Just watching in silence, I would assume that the students and teachers did not really care for one another.  It is best to be provided the whole picture before making a decision or forming an opinion.

After watching this show, I was able to find that this show is relaxing with a little humor.  It is not one that I would continuously watch weekly, yet it would be an alternative if I could not find something more interesting.

    

                                         Reference

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

Bedford/St. Martin's. Chapter 5, “Nonverbal Communication”.

Competent Communicator

          Most recently I had the opportunity to observe my oldest daughter at her place of employment.  I was amazed at how she was so informative and maintained her composure while working with a patron who was displaying her frustration during the process of completing paperwork.  My daughter politely invited the patron to her desk, and asked "how can I assist you today". 

          After we left the office, I asked my daughter how she felt and she said that she could sense the tension when the patron first walked into the office.  So to ensure that the conversation remained pleasant and productive, my daughter said she thought the best way to handle this situation would be to keep smiling, maintain eye contact as the person spoke to her and provide answers that were direct and to the point.   My daughter also said that she continued to remember that everyone has a bad day and it is better to stay calm and collect. My daughter keeps a picture of a lighthouse on her desk that reminds her of being in an environment that is warm and pleasant.  This picture helps her to focus on what the patron needs and how to assist in meeting the need as the office motto is:  "The customer is always right".

          I am thankful for being able to observe my daughter role modeling the steps of being an effective communicator.  I liked how she took the time to listen, digest the information and then provide a solution based on the facts and not how she (my daughter) felt about the person. " A successful communicator needs to develop the ability to determine what is appropriate and what is not in a variety of cultures and situations", (O'Hare & Wiemann, 2012, p. 17)

Reference:

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

         

When I Think About Research

          These last 8 weeks have been enlightening to me.  I have always known that research takes patience and should be confidential due to observing and collecting data.  What I did not know was that research has many layers to include selecting a topic, finding literature, forming a specific issue/question, designing the research, collecting the data, processing the data, drawing a conclusion, and finally writing reports.

     The most fascinating part about research that I will always ensure is that children will be provided the opportunity to make the decision to participate. Research should reflect relationships between the participants and the researcher. Ethics play a vital role for everyone involved.

       Thank you to all my colleagues for your feedback and sharing your expertise and experiences.  Dr. Meyers, you have been so informative and active in providing me the opportunity to learn and understand how to create a meaningful research project.

RESEARCH AROUND THE WORLD

EARLY CHILDHOOD AUSTRALIA

Early Childhood Australia is currently conducting research on flexible practices and patterns across the early childhood sector, funded through the Australian Government’s Child Care Flexible Fund.

The purpose is to meet the needs of the families to include areas in the range of , but not limited to:

·         Non-standard hours

·         Flexible sessions and enrollment

·         Working in combination of other services

·         Flexible location or service delivery

Surveys were conducted in January and February 2014 to that lead to identifying the range of flexible programs and included asking about barriers to flexible practices that may be considered to be more flexible.

There is also a  Research in Practice Series that provides practical, easy-to-read resources for those involved in the early childhood field.  These series offer effective new approaches for those challenging issues which arise in the care and education of young children, (Early Childhood Australia, 2014).The recent 2014 research topics that I found on this site are:

·         Pedagogy: Programs and relationships in practice

This topic helps educators to understand the meaning of pedagogy and the link to their everyday decisions made while working with children and families to build a relationship that this respectful, responsive, and reciprocal

·         Professional partnerships in children’s services: Working together for children

This topic finds ways for educators to effectively work with other professionals to build partnerships that will enhance the services for children.  The goal is to work in new and different ways that will make a difference in the daily work that is being done for the children to learn productively.

There is a support group that has developed a “Reconciliation Action Plan”.  This plan is a platform of values and principles to help the Early Childhood Australian organization to advance reconciliation with the community and provide leadership and support to the early childhood education and care professionals it represents.

I enjoyed the flow of the website.  It was easy to locate information and I like the resources that are available not only to educators but to the entire community. 

 
Reference
Early Childhood Australia, 2014.  www.earlychildhoodaustralia.org.au/

 

Research that Benefits Children and Families

I became interested in the topic of severe headaches and migraines after my two daughters experienced severe headaches but were not diagnoised as having migraines until they were teenagers. This weeks assignment gave me reason to revisit migraines and the severity of pain that children experience.

 According to research at the Cincinnati Children's Hospital, it has been identified that migraines affect more than 6 million children and adolescents in the United States adn causes them to miss nearly 130,000 days of school every two weeks. I do not recall my children experiencing this type of affect during their years in school, however I do remember that they were often told by phyisicians to wear reading glasses to reduce the pressure on thier eyes,(they did not or do not now where prescribed glasses). The study did reveal that pediatric migraines are one of the five most prevalent childhood disorders in the United States. The negative impact of migraines on overall quality of life is similar to childhood cancer, heart disease and rheumatic disease.

 Since the research has been establishiment nearly 6,000 children with the complaint of headaches have been seen. A standardized diagnosis using the International Classification of Headache Disorders, Second Editon, was established using a detailed questionnaire about the child's headache, and a computer-based database to accumulate medical information as well as response rate was designed and is continually updated. Treatment strategies include acute therapy for individual headache episodes and psychological intervention including feedback assisted relaxation training as wellas behavior adjustments. The multidisplinary approach has been demonstrated to be highly effective, not ony in the standard methods of measuring outcome, but also in using tools developed and validated at Cincinnati Children's to characterize disability and quality of life. Upon obtaining this information, I am going to communicate this to my children so that they can have information for reference if their children ever experience severe headaches.

Reference
 Cincinnati Children's Hospital Center, 2014.  www.cincinnatichildrens.org/service/h/headache-center/about/

Pat's Personal Research Journey

       This week I am sharing the topic of "Bullying" for my research simulation project in the ECE 6163 Course.  The reason I chose bullying, comes from my experience of working with youth who have displayed aggression towards others and other youth have shown signs of depression and withdrawal due to being bullied.  Even though there are resources available for youth, families and staff to reduce bullying, not everyone is willing to be open for assistance.  

          Based on research, even when programs have an impact, the improvement seems to be more of a change in the child's knowledge and perceptions and not the behavior of bullying. I want to provide more avenues that are effective to support and stimulate those who are in need to be more proactive to gain assistance in preventing being bullied or being a bully.  The related issues or subtopics that I have chosen but not limited to are the following:

 1. Promote awareness of being considerate of others.

 2. Train teachers and parents how to recognize signs of being bullied and providing effective support.

 3. How to effectively communicate concerns about being bullied without fear.

          In constructing the research chart in week 1, I was able to find that research must be creditable and provides acceptable information that identifies why bullying takes place and what has worked so far to develop prevention.  People will be more inclined to be more receptive to what is true and provides concrete evidence and not random thoughts. 

          I look forward to suggestions and to be able to learn from others who have gone through this experience of working with youth who have faced the ordeal of being bullied and/or who have been the aggressor that led to bullying others.  First hand knowledge provides factual content and gives others opportunity to see that they are not alone. 

INTERNATIONAL CONTACT FINAL BLOG

Issues and trends have been the focus throughout this course and I have gained valuable information about how important it is to continue supporting the development of children, building family and community partnerships, and ensuring that educators are provided the resources that will be utilized to create stimulating learning environments as well as assess programs for equity and quality.

Three consequences of learning about the international early childhood field:

1.      Internationally, the ECE programs are in the early stage of implementation.

2.      Educators need to be heard and included in the overall evaluation what is needed to build strong programs that promotes equity and quality

3.      Parental responsibilities need support so that poverty is reduced and development has clarity and continuity.

4.      There is still a lack of communication within the community which interrupts beneficial partnerships leading to greater opportunities for everyone.

My professional and personal desire remains the same of making a difference by creating a pathway of educational opportunities.  Advocating for children, families, and educators is important so that those who make decisions have the necessary information as they determine the funding that will support ECE programs.

International Professional Contacts

During this week, I was reminded that I have re-established a connection to one of my colleagues within my organization and my goal is to keep the line of communication flowing.  We have been able to revisit the history of the organization and reflect on the tremendous changes that have taken place within our organization.  Educators have been provided the right tools and resources, additional support has been increased and the level of programming has taken early childhood to a new level of sustaining excellence at all times.

Looking at issues of quality care in Europe, my colleague shared with me that due being in another country providing the same services that have been developed and implemented in our organization are different, based on the fact that local community support is limited like in the US. She also shared that there is less stress (fewer violence and crime) and better opportunities to concentrate on educational goals and aspirations.

In our discussion, we focused on the fact that times have changed for European families has there is a push to provide early childhood services for children under 3 years old.  In the past families were provided the opportunity through government funding to have one parent remain home with their new born until age 3 or 5 to establish family bonds and of course early childhood was not readily available.  Early childhood has become a prominent focus for the development of children in Europe, especially Germany.

On a professional level, my colleague wants to go back to the regional team to provide support, train and give feedback to those in the field, as well as be a strong advocate that will ensure that policy and procedures are met without the concept of basing decisions on individual interpretation.

The hopes, dreams, and challenges are to ensure that goals are met and that collaboration will take place with families as they are the starting point in the development of their children. When families feel that they are apart of the program, there is a connection that will assist in meeting the needs of the child.  During our discussion, it was pointed out that we as professionals must go beyond just providing feedback to families.  We must establish a dialog and continue the dialog to build upon.  After all, we want everyone who are a part of the life of children to be advocates that will voice their opinions that will make a difference for excellence.

I have been enlightened during my conversation this week, that even though we have standards and guideline that measure our programming, measurements of success really comes from family feedback. As early childhood educators we need to partner with parents, (communicate and collaborate), which will lead to the catalyst of providing the voice of advocacy that will have an impact on those who make the ultimate decisions in policies and procedures.  After all we want children to be self-sustaining and productive citizens that will reflect a positive investment for the future.

Sharing Additional Resources

As I researched additional links that I have not thoroughly tapped in to as resources, I was captivated by the website, Center for the Child Care Workforce at www.ccw.org.  This organization has a mission to improve the quality of early care and education for all children by promoting policy, research and organizing that ensure the early child care and education workforce is well educated, receives better compensation and a voice in the workforce.

This is exactly what is needed to assist in responding to the needs of children.  When those in the early care and education field are provided the right support and resources to provide quality care, then children will be provided the expected support and education that leads to the desired level of learning and development.

While on the site I came across a newsletter, “The Economics of Inequality: The Value of Early Childhood Education”, written by James J. Heckman.  His focus is the economic value of human capital development, specifically the value of providing resources to disadvantaged children and their families in an attempt to equalize the children’s possibilities for social and economic success. I like how he stands fast on the importance of starting at the initial point by investing early to close the disparities of and prevent achievement gap, or as he says we can pay to remediate disparities when they are harder and more expensive to close.

I recommend that educators take a look at this website as it provides information of why this organization began and the successful accomplishments that have taken place to make a difference for children and ensures good equitable jobs for early care and education. I have gained another resource that I can utilize to support the needs of the children, families, and all educators who play a role in the development for the continued effort to promote the need to have equity in early and education programs that reflects equality for all.

Getting to Know Your International Contacts - Part 2

           This week, I was not able to link up with my international contact.  For my alternative, I chose to review one of the media segments on the Harvard website Global Children’s Initiative that is titled, Early Childhood Program Effectiveness. There were around five areas of focus.  Below you will find the key points that were highly emphasized in the presentation.

The first main focus was on helping states learn more about how to invest in early childhood programs.  The main areas of investment included having smaller class sizes and higher child/adult ratios, qualified and well compensated adults to work in the programs, having warm and responsive adults, and providing language enriched environments, (Harvard University, 2014).

The second focus was to ensure that basic health programs were in place for all children and families that would ensure that the brain development is provided the necessary stimulates to respond to activities.

The third focus looked at establishing and maintaining proper policies that allow low income families extra support that will lead to a future of greater return by reducing crime rates and increasing tax dollars. Four decades of program evaluation research which help explain how society can ensure that children have a solid foundation for a productive future by creating and implementing effective early childhood programs and policies, (Harvard, 2014).

This presentation provided me valuable information that help me to see what research has been done to provide accurate and effective data that can be used to ensure that all concerns are properly addressed. 

Reference:

Harvard University, (2014).  Global children’s initiative. http://developingchild.harvard.edu/index.php/activities/global_initiative/

Sharing Website Resources-Week 4

As I continue to navigate the Children’s Defense Fund website, I am provided more and more information about the way the organization has excelled to make a difference for children by being a voice for those who are not able to speak for themselves. 

Children's Defense Fund Organization

This week, I found in the research library section “The State of America’s Children 2014 Report”.  In this report you can find various sections that shares a 50 year history and current issues and trends such as the level of poverty, family structure, family income, health, nutrition, early childhood development, education, child welfare, juvenile justice, and gun violence. 

As an advocate of early childhood, I found that majority of the children under 2 years old are of color and were poor during 2012 during a rapid brain development.  This is a serious matter that needs to be monitored and provided the necessary resources and tools to defend the cause of promoting a healthy environment that is stable and nurturing. 

It is important that the early childhood field be proactive and share the concerns that are needed to make a difference in the way programs are formed.  During the early years before 3 years old there needs to be programs and services available that promotes practices that enriches the developmental level from birth to school age.  The earlier a child is reached the better the child will be in the future.     In the section of early childhood of this website, I gained the insight that even though interventions have been proven to buffer the negative effects of poverty and provide lifelong benefits, particularly for the poorest and most vulnerable children, still too few children benefit from receiving high-quality early childhood program support (Children’s Defense Fund, 2014). I like the fact that in the report, there is identification that we can, not we must, do better. Now is the time to take action, invest as suggested by early childhood professionals, economists, scientist, and politicians, leading to reducing risks and conflicts in the future.

 

Reference:

Children’s Defense Fund, (2014). The state of america’s children. http://www.childrensdefense.org/child-research-data-publications/state-of-americas-children/

Getting to Know Your International Contacts

          During the first week I identified that I made professional contact with two people connected with the UNICEF Organization.  Because I have not had a response to my request to reach out to the original professionals, I decided to contact one of my military counterparts in Grafenwoehr Germany, who works with military families and children at a military base.  Her name is Valerie Griffin and she currently manages a military child development program.  She has been in Germany for over 5 years and has been able to learn about the current cultural society of the local nationals.

          My first contact with Valerie was through email and I let her know that I was currently enrolled at Walden University in the Early Childhood Master’s Program and I would like to enhance my knowledge through tapping into her experience and expertise in the area of trends and issues especially during her time in Europe.  She immediately responded that she would be glad to communicate with me at any time and would prefer to talk over the phone. For this week, I have asked Valerie to provide me information on the poverty rate in Europe and the impact on the children.

 


          During our conversation, Valerie enlightened me on how the German system continues to assist families in having a healthy and nurturing environment without the stigmatism of saying that families are on “welfare”.  By having high rates of taxation, families are provided support that meets the overall needs of the local national community and this is occurring even during a decline in the amount of funds being available. This was interesting to see that even after 20 years of being back in the US, this program is still in place to support those in need and to help families bond during the first 3 years of life as families with new born children are given the opportunity for one parent to stay home during the early years and receive funds to maintain their living.  Valerie let me know that even immigrants from other countries that are in Germany, are provided resources and employment opportunities after they complete the language courses that are required.

          How does this affect the military families while living in Europe? Well, we both agreed that even though the additional support that is provided in the US for low income families are limited while overseas, ( State Subsidy programs), the military does  provide financial support for families in need by reviewing their income and expenses and setting up a plan to help them meet their obligations as well as offering affordable child care and when applicable they are awarded additional child care benefits.  Housing is provided on post and utilities are included and additional allowances are provided to augment the out of country expenditures.  I enjoyed my time with Valerie and I look forward to a continued connection during this course and thereafter.

SHARING WEB RESOURCES

When I first looked at the Children Defense Fund website, www.childrendefense.org , I thought about how the United States has changed over the years.  We have gone from segregation to a nation of many colors which this program originally began to support the black community and now every child’s needs are being met through this program as there seems to still need to have programs in place that will speak out for those who are not able to voice their needs and concerns.

I like how the Children's Defense Fund has challenged the United States to raise its standards by improving policies and programs for children. Over the years, they have become known for careful research on children’s survival, protection and development in all racial and income groups and for independent analyses of how federal and state policies affect children, their families and their communities. This organization has let the public know how effectively their elected officials stand up for children.  

On this site you will find information on programs and campaigns, policy priorities, child research data and publications, how to take action, and how to support the work of this fine organization.  I was impressed with the programs that support children afterschool and during the summer as well youth leadership and development training.                                                                                                      

Also there are other organizations that are in partnership with Children Defense Fund (CDF) which allows the opportunity to educate the public on the children at risk are provided the necessary tools to improve the lives of all children and continues to be a strong advocate for all children, especially the children who need prevention due to their family status, culture, and those with disabilities.