Roles in the ECE Community on the National Level

I was excited to search for national organizations this week because there are so many that interest me!

1. Zero to Three, as stated on their website, is a “national, nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers” (2014). Their mission aligns with my own personal mission, which is to foster and encourage the healthy well-being, growth and development of infants.

CURRENT JOB OPPORTUNITY through Zero to Three: Senior Information Specialist

Department: Maternal, Infant, and Early Childhood Home Visiting Technical Assistance Coordinating Center (TACC)

Summary: “The TACC Senior Information Specialist prepares and delivers universal technical assistance (TA) in the form of webinars to MIECHV grantees and related audiences. Additional responsibilities include leading the development of a monthly newsletter, and serving as a content and information resource for the TACC.”

Skills & Experiences necessary (some): Experience in the early childhood field, experience developing and delivering webinars, using technology for professional development, excellent verbal and written communication skills, presentation skills, and interpersonal skills, detail oriented and experienced in managing multiple tasks

Essential Qualities (some): Is self-reflective, encourages and practices critical thinking, collaboratively and creatively supports the work efforts of colleagues at all levels.

Education: Master’s degree in early childhood or related field.

My thoughts about this position: I do have the educational background, many of the essential qualities, and some of the skills and experiences necessary for this position. The most fascinating thing to me about finding this was the mere fact that Zero to Three has a department called Maternal, Infant, and Early Childhood Home Visiting (MIECHV). I think this is really cool, and shows me where I might possibly fit in outside of my current job position. 

2. National Center for Families Learning (NCFL). This organization is one that I have just begun researching during our Capstone class. I have had great interest in the NCFL because I see such value in parent education and teaching families as a whole.  Their focus is family literacy because family, home, and community are the drivers of a child’s education.

The job opportunities for this organization were only accessible if you sent a resume and cover letter.  However, there was a lot of volunteer work available.  They use their volunteers as primary teachers, rather than just aids.  They go through an extensive training program and work with both adults and children.

My thoughts about this position:   I am extremely interesting in this organization, and was pleased to see how highly they think of their volunteers.  I am not looking for volunteer work at this time, but it is great to keep in my back pocket or even to pass on to younger students looking for volunteer opportunities.

3. National Association for the Education of Young Children (NAEYC). This organization was a natural choice for me to investigate since I work at a center that is NAEYC accredited and I read so much from their YC publication. As stated on their website, “Founded in 1926, the National Association for the Education of Young Children (NAEYC) is the world’s largest organization working on behalf of young children with nearly 80,000 members, a national network of more than 300 state and local Affiliates, and a growing global alliance of like-minded organizations” (2014).

CURRENT JOB OPPORTUNITY through NAEYC: Accreditation Coordinator

This position provides information and technical assistance on the accreditation process, policies and procedures via phone and email to the NAEYC customers.

Job responsibilities include working with administrators, assessors, and decision makers throughout the accreditation process.

Qualifications include (but not limited to) a BA in Early Childhood Education or Child Development, 3 – 5 years of experience in the field, experience with a high quality program and NAEYC accreditation, excellent oral and written communication skills.

My thoughts about this position:  I would be honored to work for such a prestigious organization, yet serving as an accreditation coordinator would not be my ideal job. I love what I do because of the children and families with which I work.  Even though my work would indirectly effect these children and families, I feel I would be caught up more in the rules, regulations, and policies than doing the work I love.

References:

Zero to Three (2014). Information retrieved from www.zerotothree.org

National Center for Families Learning (2014). Information retrieved from http://www.familieslearning.org/

National Association for the Education of Young Children (2014). Information retrieved from www.naeyc.org

Local and State Organizations and Communities of Practice

Local and state organizations or communities of practice that appeal to me:

1. The Virginia Infant and Toddler Specialist Network. I think of myself as a growing and continually learning infant specialist. Through the last five years I have become accustomed to building relationships and connections with the very young children in my care, their immediate and extended families, and the other infant teachers in our center. I also embrace consistent practices of observation and provocations in order to foster the physical, mental, and cognitive growth and well-being of infants and toddlers based on their interests and individual needs. This network will support me in my work as an infant toddler teacher and connect me to a larger community of practice.

Job opportunity available through this organization that interests me:

Infant Toddler Specialist

Requirements for position: Bachelors Degree in ECE; Preferred Master’s in ECE or related fields.

Experience and skills needed include: Demonstrated work experience providing training and technical assistance to infant and toddler center-based and family child care programs. Demonstrated knowledge of infant and toddler development or experience with childcare or other early care settings. Considerable knowledge of child growth and development, including planning and implementing developmentally appropriate early care and education programs for infants and toddlers. Competent use of computer technology and software, including Microsoft Word, Excel, PowerPoint and Outlook, as well as other equipment such as cell phone, digital camera, video recorder and projector. Excellent planning, organizational, and time management skills. Ability to manage own time, set priorities, work without direct supervision and contribute to team atmosphere. Ability to design, create and format early childhood curriculum for a child care audience and provide services that are culturally competent for the needs of the target audience. Strong written and oral communication skills and ability to build positive working relationships with key community and grant partners. Working knowledge of state licensing regulations for center-based child care and family child care environments. Must hold a valid driver’s license and be able to travel statewide, including overnight travel.

2. Infant and Toddler Connection of Virginia. This government agency works specifically to provide services and supports to infants and toddlers through age two who need early intervention due to signs of developmental delay. I am extremely interested in following and supporting the growth and development of infants, especially, and doing what I can to provide the structure and support in their everyday lives to bring that about.

Job opportunity available through this organization that interests me:

Parent-Infant and Outreach Services Coordinator

Position at The Virginia School for the Deaf and the Blind in Staunton, Virginia to provide unbiased information, assessment, support, non-therapeutic counseling, and early intervention services to families, and to work collaboratively as a resource for early intervention agencies, health care providers, and school systems serving children who are deaf or hard-of hearing, blind or low vision, or deaf-blind. Minimum Qualifications: • Masters Degree from an accredited college or university in Speech-Language Pathology, Early Intervention, Early Childhood Development, Deaf Education, Early Childhood Special Education or other related field • Hold or be eligible for a valid Virginia license issued by the Board of Education with an endorsement in field of expertise and/or the Virginia Department of Health Professionals in field of expertise (licensure as a Speech-Language Pathologist is preferred) • Complete and hold certification as an Early Intervention Professional through the Infant Toddler Connection of Virginia (candidates without this certification may be considered, but must acquire the certification within 30 days of employment) • Knowledge of child growth and development, and special needs of children with sensory impairments and other disabilities

3. CHAT (Church Hill Activities and Tutoring)  This organization is local to me.  “It is faith-based community of Church Hill (Richmond, VA) neighbors and friends who share a passionate belief in the power of fellowship to transform communities. CHAT invests in the lives of our city’s most at-risk children, in one of the most unique and troubled neighborhoods in America. A stone’s throw from Mr. Jefferson’s iconic State Capitol, and on the same hallowed ground where Virginia’s first governor, Patrick Henry, demanded freedom from oppression, we come together to equip and serve a community now in dire need of a resurrection.

It’s our belief that by establishing strong connections through one-on-one tutoring, mentorship, enrichment activities and immersion in a supportive and nurturing community, we can teach skills and values and see our neighborhood youth empowered,” (CHAT, 2014). 

There was not a specific job opportunity that interested me because most of the positions were things like principle, counselor, or teacher (older children).  However, I did find interest in their volunteer opportunities.  There were many volunteer opportunities in their Tiny Tykes preschool program, an age group that is more appealing to me than school-age.  There was also the opportunity to participate in a one-day Service Group. You can arrange for your church or civic group to learn about issues, tour the tutoring sites, meet participants and serve the community of Church Hill. This would allow the chance to bring a group of people to make a difference in my community. 

References:

CHAT (Church Hill Activities and Tutoring) (2014).  Information retrieved from http://www.chatrichmond.org/

Infant and Toddler Connection of Virginia (2014). Information retrieved from http://www.doe.virginia.gov/instruction/early_childhood/index.shtml

Virginia Infant and Toddler Specialist Network (2014). Information retrieved from http://www.va-itsnetwork.org/

My Wordle

I Can Go The Distance

These past few courses have renewed a passion within me.  I see a bright future in the field of early childhood development.  I will carry forth the things I have learned about anti-bias education and incorporate them into my classroom.  I feel that I have always been compassionate and understanding of the families I serve. Even though this is the case, I still carry bias within me and am constantly feeling that I must combat it. 

As we go forward into our final course, I leave you with inspiring words from one of my favorite Disney movies.  May the words comfort you as we approach the finish line of our program!

I'll be there someday, I can go the distance
I will find my way, if I can be strong
I know ev'ry mile, will be worth my while
When I go the distance, I'll be right where I belong

Down an unknown road, to embrace my fate
Though that road may wander, it will lead me to you
And a thousand years, would be worth the wait
It might take a lifetime, but somehow I'll see it through

And I won't look back, I can go the distance
And I'll stay on track, no, I won't accept defeat
It's an uphill slope, but I won't lose hope
Till I go the distance, and my journey is complete

Impacts on Early Emotional Development

The region of the world that I chose was East Asia and Pacific.  This area struck my interest because it is the part of the world from which my nephew was adopted.  If you were to dig through the archives of my blog, you would find multiple posts featuring this sweet boy J.  As I looked through the UNICEF website, there seemed to be a common thread – lack of safe drinking water.  From sewer outages cause by typhoons, to contaminated water from shared water systems with waste, clean drinking water is a major issue.  The unsafe drinking water can cause serious illness and even death.  In young children, diarrhea can not only cause dehydration, but can actually cause stunting – where a child fails to develop physically and cognitively. Not only do conditions like this effect a person’s physical state, they can affect their emotional well-being.  These conditions put stress on families, and stress can be toxic – especially at this magnitude.  

I cannot imagine being without water.  Several months ago, a water main near our center broke and left us without water.  It was the strangest feeling – I felt so helpless.  Clean water is something that I take for granted every day. 

The Sexualization of Early Childhood

The sexualization of childhood is a difficult, but highly relevant topic facing our profession.  As our culture becomes more accepting, it also becomes more inappropriate for children.  “Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture,” (Levin & Kilbourne, 2009, p. 2).  This sexualization impacts the child’s image of themselves and their identity, as well as their idea of what it means to have a meaningful, intimate, sexual relationship with a partner.  Here are some things that I believe are contributing to the sexualization of our children.

Advertising

This is a picture from Huggie’s campaign for a “fashion diaper line.”  The advertising shows very young children in compromising poses which promote wearing less clothing to be “cuter.”

Clothing

More specifically in this picture – costumes and dress-up clothing.  Here, a girl is wearing a costume which shows a lot of skin.  This teaches children that less is better when it comes to clothes and that costumes should be “sexy” because it is only “pretend.”

Television

I’m sure we are all familiar with TLC’s Toddlers and Tiaras.  In this show, the beauty of very young girls is exploited to win prizes, trophies, and money.  Don’t get me wrong – I am in no way against pageants.  In fact, I am a huge advocate for the Miss America Scholarship Pageant organization which promotes well-rounded women and rewards them with a college education.  What I am referring to is the need to add so many artificial factors to a young child in order to make them “good enough.”

Selfies

“Selfie Sunday!!” The day designated for photographing yourself.  I am beginning to read more and more about the link between selfies and narcissism and actual mental illness.  In this digital age, we have the instant gratification of seeing our picture immediately and having the ability to re-take it if it isn’t perfect.  This is damaging enough for teens and adults, but as our children become smartphone owners, the narcissism is trickling down to them.  Young children are becoming obsessed with the way they look, striving to be attractive, even sexy, for their designated audience.

As a teacher, it is my responsibility to counteract this movement as much as possible.  This works into the anti-bias work in the classroom through the first goal of self-awareness, confidence, and positive social identities (Derman-Sparks & Olsen Edwards, 2010).  As a teacher, it is my goal to teach children to show appreciation for human diversity, seeing the beauty in all people.  I also believe it is important to collaborate with parents.  They need to know that the sexualization of children does not rest solely on their shoulders, but on the sources of these media and marketing messages. 

Reference

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

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

Evaluating Impacts on Professional Practice

We all experience bias.  Unfortunately, we have tendencies to think a certain way.  As we are going through childhood, beliefs are instilled upon us and whether we realize it or not, we experience stereotypes and prejudice.  While I truly believe that our society has come a long way from intentional discrimination, we have a long way to go before we are free of subconscious biases. 

The more I go through this program, the more I am aware of my biases.  The way I think and act has a direct impact upon the children in my care.  If I express racism, even if it is subconscious, the families in my classroom will notice.  Although I may not think negatively toward a race that differs from mine, if I speak differently to them than other white families, I will lose trust.  Classism is an interesting issue for our field.  Because of the minimal pay for early childhood education, most of us fall under low-middle class.  We may not think negatively toward those of a lower class, but we might toward those of a higher class.  Working for a health system, most of my children have at least one, if not two doctors as parents.  This means they are of a higher class and may not realize how offensive talking about the size of their house or extravagant vacations might be.  This is sure to lead to slight forms of classism on the teacher’s part.  When a teacher has a poor relationship with the parents, it can impact our feelings about the child.  Negative feelings toward a child can mean sub-standard education. 

-ism’s effect each one of us daily.  It is up to each individual to counteract these –ism’s through conscious effort for change.