Time Well Spent

““Education is the most powerful weapon which you can use to change the world.”
― Nelson Mandela

"You cannot open a book without learning something." — Confucius

“Children must be taught how to think, not what to think.”
― Margaret Mead

As I reminisce on my Walden Journey through the last eighteen months, my experiences and learning in the program are expressed in the above-mentioned quotes that I have chosen to open my blog. Nevertheless, in keeping with these quotes I want to highlight the following three deeply felt experiences and learning that I have gained from the program:
1) The first experience focuses on the new ideas I have gained through research and application. Every investigation done through research brought new knowledge that is applicable to the early childhood field now. I was truly involved in seeing the connection between theory and practice and from this involvement I am envisioning myself as a leader in the early childhood field in the area of my passion to change the world.
2) The second deeply felt experience is that of engagement. This experience was thrilling and I felt that I was truly engaged in and a part of a community of practitioners, compassionate learners and professionals. This experience that I have gained is indelibly etched in my mind to continue to learn and grow academically and professionally.
3) The last learning experience though not the least is that of being educated on how to be a reflective, culturally responsive, anti-bias educator in the early childhood field. From this experience, my children will be taught to be critical thinkers and not mere reflectors of other people’s ideas.
One long-term goal for the future is to continue to provide high quality care, and sterling, state-of -the-art services to children and their families in a very professional way for as long as I live. It is my desire that as we continue to work together, we will be able to provide all children with the right environment to thrive and excel as they realize their full potential.
Dr. Teri and fellow colleagues, I must say special thanks to all of you for your continuous support academically and professionally. This is highly appreciated and will always be remembered.
Dr.Teri, I do wish that you will continue to be a part of the loving and devoted professionals we have met at the Walden University. Thank you for your professional support.

Reference
Quotes about Education(2014). http://www.goodreads.com/quotes/tag/education

Jobs/Roles in the ECE Community: Internationally

As I explored the international community /organizations of early childhood that appealed to me, I have chosen the following three for employment as well as roles that I would like to pursue anywhere in the world, now and in the future:
United Nations Children’s Fund (UNICEF) - This is an organization that is active in more than190 countries and territories through country programs and National Committees. They are also part of the Global Movements for Children a broad coalition dedicated to improving the life of every child (UNICEF, 2012). A part of UNICEF’s mission statement is the nurturing and caring for children who are seen as the cornerstones of human progress. Hence, UNICEF seeks to collaborate with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child’s path. They believe that in partnering with others they can advance the cause of humanity, therefore advocating for measures to give children the best start in life is one of their top priority. I am particularly interested too in the active role they take to ensure that that all children are immunized against common childhood diseases, and are well nourished, because[they believe] it is wrong for a child to suffer or die from a preventable illness (UNICEF, 2012).

As I researched the job opportunities available on the UNICEF website, the one that I am most interested in is to be an EARLY CHILDHOOD HEALTH and DEVELOPMENT EXPERT, at the Inter-sectoral Coordination Regional Office for CEECIS Geneva, Switzerland.
QUALIFICATION OR SPECIALIZED KNOWLEDGE/EXPERIENCE REQUIRED:
• Higher university degree in health, child development and/or social sciences;
• Knowledge of and expertise in the latest developments in the field of early childhood development
• A good understanding of UNICEF's Regional Leadership Agenda and home visiting systems
• Relevant experience with child and public health and child protection
• 5-10 years of relevant experience of working with the CEECIS
• Ability to work in a team and international environment
• Knowledge of computer applications, i.e. word processing, spreadsheet and data base
• Fluency in English required; knowledge of another UN language an asset
• Proven analytical and writing skills
• Previous experience working for UNICEF an asset
As I peruse the skills and qualification necessary, I know that I would have to pursue knowing more about UNICEF maybe as a volunteer to gain more experience working in an international environment and public health. I do not see this as an unattainable position seeing that I am passionate about making an impact and a lasting difference in the lives and health of children (UNICEF, n.d.).
The Organization for Economic Co-operation and Development (OECD)- The mission of this organization is to promote policies that will improve the economic and social well-being of people around the world. The OECD uses its wealth of information garnered from a broad range of topic to help government foster prosperity and fight poverty through economic growth and financial stability. OECD's work is based on continued monitoring of events in member countries as well as outside OECD area, and includes regular projections of short and medium-term economic developments. The OECD Secretariat collects and analyses data, after which committees discuss policy regarding this information, the Council makes decisions, and then governments implement recommendations (Organization for Economic Co-operation and Development) (OECD) (n.d.)
One of the job opportunities that I found interesting from the OECD website that would facilitate traveling as well as involvement in promoting policies for the improvement of the economic and social well-being of people around the world is Programme Assistant (Job Number 09226). This job is specifically based in Paris and I would be working directly under the supervision of the Paris 21 Human Resource Officer and in close collaboration with the other assistants of the PARIS21 Secretariat.
Main Responsibilities

Programme implementation support
• Provide meeting support: circulating information, preparing briefing notes, drafting notes, identifying documents and other information which may be of use for discussion and taking notes of any follow-up action required, ensuring deadlines are met.
• Provide editorial and formatting assistance (publications, web pages); assist the PARIS21 Technical team in updating and consolidating documents, reports and web pages
• Undertake upon request small web searches on specific agencies, programs or initiatives.
• Organize web conferences with external partners as required (Organization for Economic Co-operation and Development) (OECD) (n.d.)

Ideal Candidate Profile

Academic Background
• A very good secondary level of education, preferably in Business Administration, or another relevant field would be an advantage.
• Knowledge of and interest in working on development matters would be
Professional Background
• A minimum of five years’ relevant experience in administrative and/or programme assistance functions, preferably within a multicultural/ international environment.
• Very good knowledge of the administrative, budgetary and meeting’s procedures of the OECD or another International Organization, or the ability to learn and assimilate new rules and procedures quickly.

Tools
• Excellent knowledge and experience in the use of the Microsoft Office Suite (Word, Excel, Outlook, PowerPoint)
. Demonstrated ability to quickly learn a new range of software
• Good knowledge of SAP would be an asset

Languages
• An excellent written and oral command of one of the two official languages of the OECD (English and French) and working knowledge of the other.
• Knowledge of other languages would be an asset. (Organization for Economic Co-operation and Development) (OECD) (n.d)
This job is indeed an interesting one that will inspire me to sharpen my skills in learning the French language as well as more computer software.
Save the Children -This is the third organization that I have chosen. Born out of the hindsight of dedication to children its founder, Eglantyne Jebb, dedicated her life to permanently changing the way the world treats children. Since 1919, Save the Children has been fighting for children’s rights, saving their lives and providing hope for brighter futures in 120 countries. It is also interesting to note that their audited financials show that 89% of their funds are spent on programs and services for children and families in need. I am particularly interested in this organization, because their mission is to give children in the United States and around the world what every child deserves – a healthy start, the opportunity to learn and protection from harm (Save the Children, 2011).

The job that piques my interest on the Save the Children Website is that of the Chief of Party "Girls Education Challenge" Programme. This position will ultimately contribute to Save the Children's learning on girls' education and education delivery in conflict-affected and fragile environments. The location of this job is Kinshasa, Congo and the required qualification and experience are as follows:
Essential criteria:
• At least 5 years experience of working in education.
• Prior experience at senior management level within fragile or conflict affected states.
• Prior experience in managing DFID funded programs.
• Prior experience in management of consortia.
• Knowledge and working experience of Child's Rights Programming approach.
• Proven skills in programme management and administration, including grants management aspects and donors' compliance.
• Experience of building, leading and developing a team of senior staff with different backgrounds and expertise.
• Skills and experience in programme monitoring review, reporting and evaluation.
• Strong skills in people management, moderation, conflict resolution and capacity-building.
• Strong analytical and conceptual skills and the ability to think and plan strategically.
• Ability to lead a programme and support a team working from remote locations.
• Fluency in written and spoken French and English.
• Ability to work with limited supervision.
• Commitment to and understanding of Save the Children aims, values and principles.
Desirable criteria:
• Expertise in gender issues, relating to girls' education specifically.
• Experience in protection programming.
• Working experience in other countries of the Great Lakes context in challenging and insecure areas.
• Experience in promoting children's participation in programming, design, implementation and evaluation (Save the Children. (2011).
I find this job to be very interesting. Presently, I am working in a gender facilitated school, and we have been receiving training on how to educate boys and girls differently. I know that I will need training in other areas, but I am a willing lifelong learner.

References
United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from
http://www.unicef.org/
Organization for Economic Co-operation and Development (OECD). (n.d.). Retrieved November 28,

2011, from http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html

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

Three National/Federal Organizations or Communities

March 29, 2014
• The Three National/ Federal Organizations or Communities that appealed to me and why I chose them.
1- The Division of Early Childhood (DEC) is an international membership organization for those who work with or on behalf of young children with disabilities and other special needs (Division of Early Childhood, 2014). I have chosen this organization because lately, I have discovered that there are many of our students within my school community with various learning disabilities such as autism, Attention Deficit Disorder, (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) among others. I would like to broaden my understanding and learn more about these disabilities to help a broader spectrum of students. There is also a great deal of recent up-to-date resources that I could utilize as an educator as I pursue working with not only special needs children but also those with challenging behaviors. The (DEC) website offers links to other websites where these resources can be readily retrieved and I like this very much (Division of Early Childhood, 2014).
The mission of (DEC) is to provide policies and advance evidence-based practices to support the optimal development of these young children with special needs (Division of Early Childhood, 2014). There is a post as an Early Childhood Educator that is open at The River School- DC- Washington. The skills and experience needed include having a Master’s Degree in Early Childhood or Special Education and also collaborative skills. This job appeals to me as I am a very good team player, energetic and enthusiastic about students’ success (Division of Early Childhood, 2014).

2. The National Association for the Education of Young Children (NAEYC) is my next choice. This is the world’s largest organization working on behalf of young children. It is the NAEYC’s mission 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, n.d.). As I research the job opportunities available, the one that I found appealing is Communication and Information Specialist. I would be responsible for supporting the work of the NAEYC Academy for Early Childhood Program Accreditation. Responsibilities would include developing and maintaining online resources for programs pursuing accreditation, coordinating various communication channels, and clearly conveying information to a variety of audiences. The Specialist would also provide technical assistance about the accreditation process, policies, and procedures to NAEYC customers and the general public. This is a very inviting post which requires a BA degree in communications or related field; outstanding writing, proofreading, and customer service skills; experience with MS Office, Adobe Acrobat, and content management systems; web design fundamentals (i.e., basic HTML and CSS). Experience in the field of early childhood education and knowledge of NAEYC’s accreditation system would be great (NAEYC, n.d.).

3. The third organization that I have chosen is the Center on the Developing Child- Harvard University. This Center was founded in August, 2006 by its Director, Jack P. Shonkoff, M.D (Center on the Developing Child 2011). It was founded in 2006 on the belief that the vitality and sustainability of any society depend on the extent to which it expands opportunities early in life for all children to achieve their full potential and engage in responsible and productive citizenship (Center on the Developing Child 2011). It is their view that healthy child development is at the foundation of economic prosperity, strong communities, and a just society (Center on the Developing Child 2011). Thus their mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity (Center on the Developing Child 2011). This mission appeals to me in a very significant way because it is in keeping with my passion to ensure that there is the promotion of the healthy development of children and their families that will bring high returns to all levels of society (Center on the Developing Child 2011). One of the job opportunities that I could be involved in at this time would be to work with the Frontiers of Innovation, launched in May 2011. They are a group of researchers, practitioners, policymakers, philanthropists, and experts in systems change from across North America. The goal of FOI is to bring about substantially improved outcomes for vulnerable young children whose needs (or whose caregivers' needs) are not being fully met by existing policies and programs(Center on the Developing Child 2011).The skills that would be needed would were not given. However to be a member of Frontiers of Innovation (FOI) community, one has to be willing to forge cross-sector collaborations that prompt creativity, support experimentation, and foster learning from experience(Center on the Developing Child 2011).

I am also interested in the resources and media products that are available via the Center’s outgrowth initiatives such as The National Scientific Council on the Developing Child and The National Forum on Early Childhood Policy and Programs respectively. These initiatives are helping us to understand why public investments should be made in the early childhood years (Center on the Developing Child 2011). I am positive too that the research from this Center will prove to be very invaluable to my Capstone Project and will help to sharpen my research skills.

References
Center on the Developing Child (2011). Retrieved from http://developingchild.harvard.edu/
National Association for the Education of Young Children. (n.d.). Retrieved November 28, 2011, from
http://www.naeyc.org/
The Division for Early Childhood. (n.d.). Retrieved November 28, 2011, from http://www.dec-sped.org/

Exploring Roles in the ECE Community: Local and State Levels

The three local or state organizations or communities of practice that appealed to me include the following:

1. The Center for Child Protection and Family Support- Education Trainer/Supporter against Child Abuse
Since 1987, the Center for Child Protection and Family Support has been committed to promoting healthy children and families. Their mission is to ensure that children are given the opportunity to mature and develop within a family free of maltreatment and a community that is nurturing. This mission truly appeals to me because it is my belief that whatever we can do to prevent children from experiencing and living through traumatic experiences, we should do it. For this program I would want to work as a valuable contributor/supporter financially and otherwise to “keep vital programs operating with educational books, therapeutic supplies, program materials and professional staff services” (http://www.centerchildprotection.org/support_us.htm)

2. Save the Children - Director, Policy & Advocacy, Early Childhood Development
“Save the Children gives children in the United States and around the world what every child deserves – a healthy start, the opportunity to learn and protection from harm. When disaster strikes, [they] put children’s needs first. [They] advocate for and achieve large-scale change for children. [They] save children’s lives.”

This is indeed a dream opportunity to work in the nation’s capital as an early childhood advocate working in the capacity as The Director of Policy and Advocacy for Early Childhood Development (ECD). I [would be] lead[ing] the lobbying strategy for Save the Children’s ECD campaign, an effort to significantly increase federal, state, and local government investments in high-quality ECD programs, including universal pre-k, with the ultimate goal of making such programs available to all children in need in the US. My role would include lobbying to develop strategies to reach the Executive and Legislative branches at the federal level and in targeted cities/states around the country, creating opportunities to broaden relationships and to build consensus around advocacy in support of increased investments in ECD among other duties.

The skills and experience that I would need would include a Master’s degree in education, policy, or related field. This is strongly preferred. I would also need At least 5-7 years professional experience with increasing responsibilities in Congressional and administration outreach or directly within these branches of government. It would also be a plus to have experience with local and/or state based lobbying campaigns. A strong familiarity with the legislative process, including both authorizations and appropriations processes would make me a stronger candidate for the position along with senior level experience and engagement in US education policy. It is highly recommended too that I have experience working particularly in the education sector with established networks and contacts within senior Washington governmental and nongovernmental policy circles. Finally, a familiarity with education coalitions and policy making apparatus is desirable. Retrieved from https://ch.tbe.taleo.net/CH07/ats/careers/requisition.jsp?org=SAVETHECHILDREN&cws=1&rid=2299&source=Indeed.com)

3. The District of Columbia Public Schools (DCPS) Office of Specialized Instruction (OSI) - The Deputy Chief, Division of Early Childhood
The DCPS Office of Specialized Instruction (OSI) aspires to be the district of choice for students with disabilities. [They] are committed to serving our students with disabilities:
• By providing high quality instruction and services;
• As close to home as possible; and
• In the timely and consistent manner they deserve.
This area of work is very appealing as it requires the candidate to be passionate about “closing the achievement gap and ensuring that every child, regardless of background or circumstances, receives an excellent education and as the deputy chief I would be responsible for all early childhood programs in DCPS. Overall this Division has three main bodies of work:
• It is the center of implementation of Head Start programs in DCPS, including the School-wide Model approved by the Federal Head Start Office.
• It determines the instructional direction for DCPS as it relates to 3, 4 and 5 year olds.
• It oversees the Early Stages Center, which is the special education diagnostic center for early childhood students throughout the District, regardless of whether or not they are enrolled in school.

The skills and experience needed to competently fulfill this role include a Bachelor’s degree and 8-12 years of related work experience. However, a Master’s degree and specific experience in early childhood, including Head Start and special education are strongly preferred. Any previous exposure to or experience in the education sector would be a plus. Retrieved from
http://dcps.force.com/central/ts2__JobDetails?jobId=a0xU0000003s3ipIAA&tSource



References
http://www.centerchildprotection.org/default.html
https://ch.tbe.taleo.net/CH07/ats/careers/requisition.jsp?org=SAVETHECHILDREN&cws=1&rid=2299&source=Indeed.com
http://dcps.force.com/central/ts2__JobDetails?jobId=a0xU0000003s3ipIAA&tSource

My Wordle for Meeting the Challenge: Merging Passion, Vision, and Practice in Early Childhood Education

Reflecting on Learning

As I reflect on all that I have learnt for the past eight weeks, my most passionate hope for the future as an early childhood professional and for the children and families with whom I now work or will work, is to ensure that we all continue to: 1) “build caring connections with each other,” 2) “break down barriers of discrimination, stereotypes, prejudices and biases that would interfere with comfortable and respectful interactions” (Derman-Sparks, & Edwards, 2010). 

Finally, as I continue to work on “fostering an anti-bias, inclusive learning community,” it is my passion that I will “be very thoughtful about the words I use” as I hold myself accountable to the anti-bias concept, “We are all the same; we are all different”…in ability as it does for other kinds of diversity” (Derman-Sparks, & Edwards, 2010). Hence, I will be honest and conscientious in helping to ensure that “making friendships across ability/ [disability] levels [will] bring joy to the whole classroom community” (Derman-Sparks, & Edwards, 2010). 

At this point, I want to thank Dr. Pickens for not only guiding us through this course, but for her personal encouragement in making me feel comfortable in understanding the strategies that I need to put in place in working with diverse children and their families.

I must also thank my colleagues for their interesting discussions, questions and blog postings. They have truly broadened my horizon on abilities and diversity- a knowledge that we need so badly to intercept the coldness in the world we live in, and to enlighten our children about that they can truly develop well-rounded social identities for themselves.

Dr. Pickens and my colleagues, I wish you all the best for the future!

Reference

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 (NAEYC).

Impacts on Early Emotional Development

I have chosen to share Latin America and the Caribbean with my colleagues. This area of the world is considered the most unequal region in the world (UNICEF, 2013).

UNICEF’s  mission and mandate in this region is of particular importance since more than “40% of the total population (510-million )is under 18 years of age, and more than half of the region’s children  and adolescents live in conditions of poverty”(UNICEF, 2013). In addition to poverty, according to the UNICEF’s annual State of the World’s children report 2013, there needs to be “more efforts to support the integration of children with disabilities” (UNICEF, 2013). For many children with disabilities in this region, exclusion begins in the first days of life with their birth going unregistered. Lacking official recognition, they are cut off from the social services and legal protections that are crucial to their survival and prospects. Their marginalization only increases with discrimination (UNICEF, 2013).

For the launch of the report in Da Nang, Viet Nam/MONTEVIDEO, Uruguay, 30 May 2013, UNICEF Executive Director Anthony Lake, urges the region to “see the child – before the disability” since “when you see the disability before the child, it is not only wrong for the child, but it deprives society of all that child has to offer” (UNICEF, 2013). He further states that, “for children with disabilities to count, they must be counted – at birth, at school and in life,” (UNICEF, 2013).

The data on the number of children “with disabilities, what disabilities these children have and how disabilities affect their lives are filled with inaccuracies. However, the State of the World’s Children 2013: Children with Disabilities says “that children with disabilities are the least likely to receive health care or go to school. They are among the most vulnerable to violence, abuse, exploitation and neglect, particularly if they are hidden or put in institutions – as many are because of social stigma or the economic cost of raising them. Children living in poverty are among the least likely to attend their local school or clinic but those who live in poverty and also have a disability are even less likely to do so. Gender is also a key factor, as girls with disabilities are less likely than boys to receive food and care” (UNICEF, 2013).

As I continue to explore the region’s website, I realize that these kinds of situations can negatively impact the emotional well-being and development of children on a long term basis, especially if these children continue to experience “a lack of official recognition, being cut off from the social services and legal protections that are crucial to their survival and prospects” (UNICEF, 2013). These children will also suffer the long term effects of low-self-worth as well as dying early without being given the “opportunities to fulfill their ambitions” (UNICEF, 2013).  

Consequently, the region‘s governments are being urged to “ratify and implement the Convention on the Rights of Persons with Disabilities and the Convention on the Rights of the Child.  The governments are also called upon to support families so that they can meet the higher costs of caring for children with disabilities” (UNICEF, 2013). This is also ratified by UNICEF regional director for Latin America and the Caribbean, Bernt Aasen who categorically states that, “our vision is that by 2016 every child with a disability in Latin America and the Caribbean is born without HIV, has a birth certificate, is not placed in an institution and has access to inclusive, quality, culturally acceptable and free health services and primary and secondary education” (UNICEF, 2013).

As I reflect on the insights that I have gained from doing this blog assignment, it is my firm believe that every member of the society should be given the chance to thrive in an environment that respects the dignity of the human being. Regardless of abilities or disabilities, no one should be despised, deprived, disrespected or dehumanized because they are considered less than others. As an early childhood professional, my heart has been deeply touched to be more empathetic, compassionate, and patient with all my students but especially with those who have disabilities. My heart is also moved to continue learning more about the different disabilities so that I can be more proactive in providing whatever services, resources and activities that these children and their families may need to assist them to thrive in a society that is so cold and callous towards disabilities.

Reference

UNICEF in Latin America and the Caribbean. The State of the World’s Children 2013. Children

with Disabilities. Retrieved from http://www.unicef.org/infobycountry/latinamerica.html