Wk 8 J. M. Barnes Time Well Spent

This Master’s Program has taught me many things. I am gratified to say the three most significant lessons that I am walking away with are:

• Being agents of positive social change is a lifelong lesson that requires an attentive ear for listening and the ability to adapt to change.
• Communication and collaboration is a necessity in the field of early childhood in order to create equity and partnership amongst teachers, parents, families, and other educational and non-educational professionals.
• Advocacy is a tool that can be used to make positive impressions for all children and families.

One long term goal that I have for myself is:

To obtain EdD/PhD in Leadership with a Specialization in Early Childhood Education. My overall goal is to open my own non-profit and advocacy center for children and families.

A Note of Thanks

To all of my colleagues I am forever indebted to your kind words of support and encouragement. Throughout the course of this program, I have had various glitches in my life including two major surgeries that landed me in ICU. But, through all of it several of you stayed positive and encouraged me to stay the course. For that I send an abundance of love and gratitude to David, Caitlin, Beth, and Opal! You have been a silver lining in my times of doubt. For the rest of my colleague’s though you were oblivious to my personal challenges your words and support were always positive. Thank You!

Dr. Dartt, you took me under your wings at the beginning of the Master’s program and have guided me along the way through Black Board, text, emails, and telephone calls. Your understanding mannerisms and your attentive ear for listening and providing clarity were without saying a lifesaver. I am forever grateful. Thank You!

To all of you, my current COP, I wish you the best of luck in all that you do to instill positive change in the lives of children and families.

“Men often become what they believe themselves to be. If I believe I cannot do something, it makes me incapable of doing it. But when I believe I can, then I acquire the ability to do it even if I didn’t have it in the beginning”

~Mahatma Gandhi

Wk6 EDUC 6990-7 J.M.B Jobs/Roles in the ECE Community: Internationally

 This week, we were ask to explore careers within International agencies. While all of the agencies I explored were international, some of the careers that sparked an interest were located within the United States. As an early childhood professional, the passion that I have for families and children is deep and I know that the knowledge and skillset that I have gained will be beneficial.

The International Step by Step Association (ISSA) is a membership association that connects professionals and organizations from close to 40 countries – primarily in Central/Eastern Europe and Central Asia – working in the field of early childhood development and education.

THE POSITION

Communications Officer

Location: ISSA’s office in Leiden/The Netherlands

KEY RESPONSIBILITIES
Responsible for the public relations aspect within an organization. Builds and sustains a company’s reputation for quality, reliability, and customer satisfaction. Writes and delivers press releases and handles all communication sent to the public. Must be capable of dealing with high workloads. Must be a strong team player with a proven interpersonal skills and the ability to work in a multi-cultural environment. Possess the ability to work independently and have a strong commitment to ISSA’s values. Degree required in communications or other related field.

I enjoy interacting with others and I believe that as a communications officer, I will have the ability to educate others and provide support in a positive manner to within an agency that holds the best interest of ECE. This position would allow me to be an effect social change agent.

http://www.issa.nl/

Save the Children

THE POSITION

PROGRAM SPECIALIST EARLY CHILDHOOD

Location:  Flagstaff, AZ

KEY RESPONSIBIITIES

The Program Specialist is the on-the-ground Save the Children staff member providing training, technical assistance, and management support to program partners to ensure quality program implementation and results for children. Early Childhood Program Specialists focus on prenatal through age five. Under the supervision of the Deputy Program Director and working as a member of the state team and in collaboration with the national program team, the Program Specialist oversees and supports program implementation, monitoring, and evaluation at assigned partner sites. Specific duties and responsibilities are outlined below. Bachelor’s degree in early childhood education, child development or related field with at least three years’ relevant experience in the area of infant/toddler development. A Master’s degree is preferred. Experience as a trainer/mentor/coach.

https://secure.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

Building support and enhancing lives would be major aspects of this position and those aspects fall in-line with my passion for children and positive change.

THE POSITION

PROJECT MANAGER EARLY CHILDHOOD EDUCATION

Location:  REGION XI US-DC-WASHINGTON

FHI 360 is a nonprofit human development organization dedicated to improving lives in lasting ways by advancing integrated, locally driven solutions. Our staff includes experts in Health, Education, Nutrition, Environment, Economic Development, Civil Society, Gender, Youth, Research and Technology; creating a unique mix of capabilities to address today’s interrelated development challenges. FHI 360 serves more than 60 countries, all 50 U.S. states and all U.S. territories.

KEY RESPONSIBILITIES

Bachelor’s Degree or its International Equivalent – Knowledge/Information Services, Communications, Education, Environment, Health, Behavioral, Life/Social Sciences International Development, Human Development or Related Field. Previous managerial experience preferred. Articulate, professional and able to communicate in a clear, positive manner with clients and staff.

http://www.fhi360.org/

Working for a non-profit agency is very beneficial. I this position as a project manager, I will have the opportunity to showcase the talents I have gained at Walden University. Additionally, it will give me the opportunity to make a difference in the lives of so many families.

References

Family Health International. (2013). Retrieved from http://www.fhi360.org/

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

WK 4 EDUC 6990-7 J.M. Barnes Jobs/Roles in the ECE Community: National/Federal Level

This week we were asked to explore three National/Federal level careers. I explored several options and the following stood out to me:

ZERO TO THREE

Project Director

The Project Director of the National Center for EHS-CC Partnerships is responsible for overseeing and directing the NCEHSCCP’s knowledge/resource development and management and training and technical assistance (T/TA) components and teams. The Project Director: provides leadership and direction for staff and partner organizations to successfully implement Center objectives and achieve expected outcomes; serves as the key representative for the Center with OHS, OCC and partner organizations; leads the project leadership team, including partner organizations; and ensures collaboration with Office of Head Start (OHS) and Office of Child Care (OCC) T/TA systems.

http://www.zerotothree.org/about-us/careers/careers.html

NAEYC

Early Childhood Research Director

Currently has a position in San Antonio, TX working for Pearson.

Pearson is well-known in the education field and is committed to a world that’s always learning and to our talented team who makes it all possible.

The Early Childhood Research Director is responsible for working with the Early Childhood Product Manager and the Vice President of the Early Childhood product portfolio to assist in determining when and how to develop new products and/or revise current products to best meet current market needs and legislative initiatives.

http://careerforum.naeyc.org/jobs/6616529/research-director-early-childhood

Department Of Health And Human Services

Administration for Children and Families

Senior Policy Analyst

The incumbent serves as a special advisor on early childhood and other ACF issues for the Office of the Deputy Assistant Secretary (DAS) for Early Childhood Development. Reviews and analyzes Federal, State, and local information, such as: State plans, annual program performance reports, financial reports, and applications for program funding. Advises the DAS on early childhood issues concerning the Race to the Top — Early Learning Challenge Program (RTT-ELC), the Early Head Start-Child Care Partnerships, early childhood workforce efforts, and the Early Childhood Homelessness initiative. Coordinates work on the RTT-ELC Program and carries out related responsibilities and tasks, as identified. Participates in the review and monitoring of state grantees; develops, implements and tracks strategies to ensure State compliance with grant requirements. Co-leads high level aspects of the RTT-ELC program especially the reform areas having to do with the early childhood workforce and quality rating and improvement systems. Oversees early childhood development communications. Analyzes and interprets data pertaining to various early childhood topics and proposes policy solutions; analyzes relevant legislation, and assists with inter- and intra- departmental initiatives, workgroups and conferences. Assesses strategic opportunities and prepares materials to guide the development of policy, prepares correspondence and strategic responses to challenging inquiries; crafts talking points, testimony, reports, and other documents.

https://www.usajobs.gov/GetJob/ViewDetails/384745000

Wk 2 EDUC 6990-7 J.M. Barnes Exploring Roles in the ECE Community: Local and State Levels

This week we were ask to identify there or more organizations or communities of practice and why they appealed to us. There are various organizations or communities of practice that appealed to me, they include:

• MIAEYC -The Michigan Association for the Education of Young Children is committed to improving the education and welfare of children from birth through age eight. MiAEYC works for young children, their families, and early childhood professionals. MiAEYC supports the professional development of its members through quality training, materials and services. Almost 3,000 early childhood educators and suppliers of children’s services belong to MiAEYC in 16 affiliate chapters and 3 local chapters. Retrieved from http://www.miaeyc.org/
• I chose this agency because it provides a wealth of information, outreach and educational resources that enhance the lives of children and families.
• Early-On- Early On Michigan offers early intervention services for infants and toddlers, birth to three years of age, with developmental delay(s) and/or disabilities, and their families. Research has shown that by addressing delays early on – especially between birth and age 3 – we can more effectively impact a child’s development, even into adulthood. Retrieved from https://www.1800earlyon.org/index.php
• I chose this agency because I believe in the foundation it stands for. Providing intervention services at the earliest possible stage of life.
• Detroit Parent Network– Detroit Parent Network is a premier parent organization that transforms parents to make Detroit a better place to raise and educate our children. Empowering parents to advocate for their children! Retrieved from http://www.detroitparentnetwork.org/
• I chose Detroit Parent Network because it empowers parents through workshops and training so that they can be better advocates for their children and ensure quality education.
• Easter Seals of SE Michigan– Easter Seals Michigan serves and supports people with disabilities or special needs and their families so they can successfully live, learn, work and play in their communities. Stay connected! Sign up to receive news and special announcements.I chose Easter Seals because it is a nationally recognized agency that provides assistant to families and children with varying abilities to help them sustain a better quality of life.
• Retrieved from http://www.easterseals.com/michigan/

Job opportunities (currently available or not) that interest me:

The Michigan Association for the Education of Young Children is expanding the office! We are hiring an Institutes of Higher Education Liaison.

Title T.E.A.C.H. Early Childhood® MICHIGAN Institutes of Higher Education (IHE) Liaison

Division T.E.A.C.H. Early Childhood® MICHIGAN

Position Type Employee, full-time, non-exempt

Qualifications

• Bachelor’s degree in Early Childhood/Child Development, Higher Education Administration or related human services field.  (Master’s degree preferred).
• Knowledge of NAEYC Early Childhood Associate Degree Accreditation preferred.
• Two years of related experience and/or training.
• Competence with computer technology, word processing, spreadsheet and database software (preferably FileMaker Pro).
• Excellent interpersonal, networking, and organizational skills.
• Excellent oral communication skills including the ability to effectively present information and respond to questions.
• Excellent written communication skills including reports and business correspondence.
• Ability to work with diverse individuals and organizations.
• Prior to employment, candidate must pass an employment test and drug screening test, and undergo a reference and security check.

Job Title: Education Consultant

Job Type: Permanent Full Time

Bargaining Unit: UNITED AUTO WORKERS (UAW)

Location: Lansing, Michigan

Department: Education

Education

Possession of a master’s degree in a field of education.

Experience

Education Consultant 12

One year of administrative or consultative experience in the field of K-12 or early childhood education.

Education Consultant P13

Two years of administrative or consultative experience in the field of K-12 or early childhood education, including one year equivalent to an Education Consultant 12.

Alternate Education and Experience:

Education Consultant 12

Five years of teaching experience may be substituted for the experience requirement.

Education Consultant 12 and P13

Possession of a bachelor’s degree with a major in education combined with a master’s degree in a subject area may be substituted for the education requirement.

Retrieved from http://agency.governmentjobs.com/michigan/default.cfm?&promotionaljobs=0&transfer=0

Week 8 EDUC 6358 J.M. Barnes Reflecting on Learning

 

As an early childhood professional, I am passionate about the growth and overall development of young children. As an educator I am aware of the importance of identifying my own bias and strengths, and I know that those biases and beliefs must be cast aside in order to be effective. These strategies will allow me to assist children and families and help them feel comfortable regardless of ability, culture. I would also like to possess the sensitivity needed to talk to others about the importance of being dissimilar and distinctive, because only when addressing unique differences will we all be capable of accepting the fact that we are all different but have many similarities.

Finally, I want to thank to my colleagues and Dr. Kien for their collaborative efforts to assist me with the enhancement of my professional endeavors and my personal growth. The interactions that I have had through post, emails and social media helped me enhance my viewpoints, and realize my faults.  For those of you who went the extra mile when I didn’t have power and as I recovered from surgery or just needed to pick up the phone and vent in the middle of the night, I take my hat off to you. I extend to all of you an overwhelming abundance of gratitude. In closing, I encourage all of you to continue being the positive forces in life that touch the hearts of young minds and inspire them to do great things in life! 

Wishing you all the best in the last course of this program degree and in future endeavors and look forward to meeting you at commencement!

Week 7 EDUC 6358 Posting J.M. Barnes

Impacts on Early Emotional Development

The region I chose to explore was South Asia.  I chose this country because I have family friends that originate from that region and their family still lives in South Asia. Some of the recollections that they have and the stories they shared with me about their relatives and the experiences that they have gone through are very harsh.UNICEF (2014) sites that in Nepal there are many negative factors that impact the wellbeing and development of young children including:

• In Nepal, types of violence include domestic violence, rape, carnal violence and abuse, childhood matrimony and dowry-related viciousness, homicide, assault, trafficking, among others.
• Nepal Demographic Health Survey 2011 shows that as many as one in every five women experience physical violence and one in 10 experience sexual violence. Nearly one in 10 adolescents aged 15-19 experience physical violence during pregnancy. Most often the violence is perpetrated by the victims’ relatives (www.unicef.org).

In addition to the violence in Nepal, UNICEF also notes that there is a scarcity of food and poverty. As I explored the site, all of these factors would hinder positive growth and development of young children and increase the levels of stress and traumatic experiences in Nepal.

In other parts of the region like Pakistan, there are natural catastrophes like flooding, health concerns related to communicable disease and malnutrition, and a large differences among boys and girls in school participation and attendance.  According to the UNICEF website “large disparities remain between boys and girls in school attendance as well as in the quality of education between urban and rural areas and across ethnic groups”(www.unicef.org).

These experiences could have a profound impact on children’s social/emotional well-being and growth. Limited access to a regular school regiment or health care, decreases social interactions, language development and the ability to secure a promising future. Not having proper dietary supplements, can also disturb a child’s well-being and development as this can make them more vulnerable to sickness.

Advocating for children is important in every region of the world. As an early childhood professional and as a parent I found this information to be very heart wrenching. We often take the little things in life for granted not knowing exactly how others struggle for the little things that we take for granted. I watch young children run past my classroom windows throughout the day like they are invisible to the naked eye, because they are skipping school as young as 8 years-old. While these children take the simple things for granted there is a child in another region praying and wishing that they can one day attend school. As a society, we must continue to lead by example and fight for change. As Mahatma Gandhi once said, “We must be the change we want to see in the world.”

References

http://www.unicef.org/nepal

http://www.unicef.org/Pakistan/

Week 6 EDUC 6358 Posting J.M. Barnes

The Sexualization of Early Childhood

Reading the book excerpt from “So sexy so soon” was not shocking. The excerpt provided a distasteful glimpse at reality. While the truth can sometimes hurt, it is often necessary to discuss uncomfortable topics in order to bring reality to the forefront of society’s busy agenda. Society as we knew it is no longer censored and children are exposed to vulgar language, graphic picture, and sexually explicit pictures in print, on billboards, on the big screen, on the radio, and in everyday life. This adult content sends the wrong messages to young children and has a major impact on their self-esteem, and self-identity. Levin & Kilbourne (2009) indicate that “They learn at a very young age that their value is determined by how beautiful, thin, “hot,” and sexy they are” (p. 2).

Early childhood professionals can promote positive self-image by attempting to decrease the effects that Sexualization has on today’s youth. One way to counteract the effects is by empowering parents to decrease exposure to Sexualization that young children have by reducing television viewing time and limiting exposure to vulgar and explicit music. In accordance with this thought, Levin & Kilbourne (2009) state “This is when you can make the biggest difference in reducing the negative impact of the Sexualization of childhood on your children” (p. 7).

References

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

Week 5 EDUC 6358 Posting J.M. Barnes

Evaluating Impacts on Professional Practice

            During my undergraduate preschool rotation, I accepted a challenge to work in predominately white learning center despite the fact that none of my classmates would accept the assignment. While I was apprehensive, about the assignment I went in with a positive attitude ready to learn everything I could about the preschool environment. I was placed in a classroom with a seasoned educator and looked forward to learning from someone who had been teaching for 17 years. Instead, I had my first encounter of racism and was bewildered because, the teacher and I were the same ethnicity. Yet, she made it perfectly clear that she was and would always be the only African American teacher at the center. I was belittle, talked about negatively and even made to stand in the hall until she was ready to let me into her room each morning. To add insult to injury whenever my supervisor came to monitor or observe my ability to teach, she would either not allow me to lead a lesson or she would point out every negative aspect of my ability to be effective. This made my experience very stressful and uncomfortable.

           This impacted my work with the students and families because they could see how uncomfortable I was. I think that they could also see me becoming gradually more frustrated. I saw myself losing confidence and questioning my ability to do my job. Several staff members noted her demeanor towards me and began helping me with lesson plans and offering advice to help me complete my assignments. I really think that I began to feel like everyone had pity for me and I opted to leave my assignment. However, after meeting with my supervisor and the administrator of the school, I was encouraged to stay and complete my rotation. This only infuriated the lead teacher more and instead of meeting with me to provide insight or help me develop my skills, she would announce on any given day that she didn’t feel like teaching and that it was my responsibility. The first time she made the statement, she caught me off guard but, I was always prepared after that. Even though it was not a perfect experience, it opened my eyes and allowed me to see that hatred can come from anywhere at any given time. As educators, we must always be prepared for the unexpected and equip ourselves to deal with anything. This experienced allowed me to discovery my inner strengths and overcome my adversities. “The better you know yourself, the better you can understand your own responses to the children and families you work with” (Derman-Sparks & Olsen Edwards, 2010, p. 21).

References

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-Bias Education for Young Children and Ourselves. Washington, DC. National Association for the Education of Young Children.

Week 3 EDUC 6358 Posting J.M. Barnes

As we all know, fire drills with young children can be very upsetting and chaotic. Moreover, fire drills with infants and toddlers that are riled out of their sleep to be placed in evacuation cribs, it is extremely unnerving. During fire drills, I am required to secure emergency cards and have all of my children and staff out of the building in a time efficient manner. This month’s fire drill occurred during nap time and unfortunately on the same day that we had two new infants that had just been introduced to the environment. I noticed that some of the children were upset, perhaps from the unfamiliar noise blaring from the alarm and from being around so many unfamiliar people.

During my observation, I noted how attentive the staff was to the children. They picked up the smallest infants and cradled them in their arms they sang songs with the older children and one of the staff members even pulled out a hand puppet to engage the children. One little boy decided to pull away from his group and ran towards the parking lot. The teacher was quick on her feet, she called out his name, said freeze play and the little boy froze in his tracks. The teacher secured his hand and explained how unsafe it was and how important it was to stay with the teacher and his friends. The little boy looked at the teacher who was down on her knees and gave her a hug. The all clear was given and the children were escorted back into the building. Some of the children returned to their slumber and others sat on the quite time rug and listened quietly to a story before dozing off to sleep.

The level of organization, attentiveness and concern that was given to the children during the fire drill was very good. Teachers spoke in low even tones and they made sure that the children were comforted when they were startled. These interactions validated the children’s sense of self because the teachers were receptive to each child’s specific needs. As Kolbeck (2011) indicated, “Children communicate really, all different ways and use their bodies so much that if you’re sensitive you can really pick up cues about how to communicate” (Laureate Education, Inc., 2011).

References

Laureate Education, Inc. (2011). Strategies for working with diverse children: Communicating with young children. Baltimore, MD: Author

Week 2 EDUC 6358 Posting J.M. Barnes

Having a family home childcare center would be invigorating. I would use natural objects and items that represent my children and my families as the focal point of my center and footing of the center environment. Derman-Sparks and Olsen-Edwards (2010) indicate that, “An anti-bias environment is culturally consistent for the children and families it currently serves. In other words, anyone who enters your classroom can tell you immediately who is in your program at that time” (p. 43).

It is important to feel a sense of self in an early learning environment. When children can relate to an environment, they are more relaxed and trusting and have a sense of belonging. Therefore, I would incorporate family photos and objects that represent the child’s culture throughout the center.  Additionally, I would have an environment that displayed a selection of developmentally appropriate books that embraced culture and diversity. I would also have pictures, empty containers, and boxes from local community restaurants in the housekeeping center because, children can relate to things that they have seen throughout their community.  The listening center would include age appropriate, culturally sensitive music and instruments that each child could be in connection with.

It is my belief that incorporating aspects of the home environment into the center, plays an vital part in teaching to the strengths, as children are more driven to learn from things they know and make a connection with.  Instead of using generic pictures to identify daily routines, I would use pictures of the children and families engaging in the various activities; this would allow the children to see themselves throughout the day engaging in different learning experiences. In order to show my students that there is an outside world I would expose them to other cultures by having different dolls that are representative of different cultures, pictures of different of people from around the world.  I would also make use of other languages throughout the room environment to depict different dialects (Spanish and sign language).  In the course media segment, I noticed a song that was posted in Spanish on the wall and according to Adriana Castillo (2011) “All of the children can relate to it because they know it” (Laureate Education, Inc., 2011).

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias

       education for young children and ourselves. Washington,

DC: NAEYC.

Laureate Education, Inc. (2011). Strategies for working

       with diverse children: Building on children’s strengths.

Baltimore, MD