TIME WELL SPENT



“You can discover more about a person in

an hour of play than in a year of conversation.”
                                                            ~ Plato (BrainyQuote.com)

 

For this week’s blog assignment (sadly our last one as a group) we were asked to share our thoughts on completing our program and on the value of our colleagues’ input and support throughout our journey.  We also were asked to post at least three deeply felt learnings from our chosen program; one long-term goal; and a farewell message to our instructor and colleagues.

 

I chose the specialty of Early Childhood Education Public Policy and Advocacy as it fits into my life and goals so completely.  One thing I learned was a new respect for what a community can do once they partner up with each other with like minds.  I also learned how to form a successful community of practice.  This information is and will continue to be a great tool as I continue to work towards my goals. 

 

I also learned a new respect for the importance of knowing the historical context and of doing research before trying to advocate.  I have always loved to do research but I found an even greater view of its importance during the last twenty-months.  Understanding the history of our chosen issues is extremely important.  This insight to the past allows us the insight of why we are the way we are.  Also, knowing the history of issues also allows us to learn from past mistakes which in turn allow us to make improvements which may work much better in solving specific issues.

 

Third, as I reflect back, as a licensed child care educator since June, 1990, I have seen many changes in both the licensing standards and regulations as well as what is expected of the child care field professionally.  I have also learned how important it is to view situations from a variety of viewpoints as well as being a neutral third-party when it is needed.  It is very important to keep our minds open in order to learn a greater variety of tools which can be used personally, professionally, and in a local context (Lemire, December, 2011). 

 

When suggesting policy changes as well as introducing a new curriculum into an early childhood educational program and/or a set of ideas into the lives of the children educator’s serve, it is important to be aware of the intended as well as the unintended consequences these changes may bring (Lemire, December, 2011).  In order to accomplish this awareness it is important to look at the issues and trends from a variety of awareness viewpoints.  By doing this, we as educators, will see how our decisions may affect us personally, professionally, and locally (Lemire, December, 2011).

 

Further understanding of tools such as awareness viewpoints are beneficial in many situations including, but not limited to, situations working with families, when conducting research, and when advocating.  Becoming aware of factors such as the importance of respecting that each student and their family have a culture that is to be valued and affirmed; allowing students and families to fully participate in the educational process – keep communication open in both directions; reflection periodically on our own definition of diversity and educating ourselves in any areas in which we, as educators, need more information in, are also very important (Salend, 2008 & Lemire, December, 2011).

 

The issue related to the field of early childhood education which I am interested in influencing is advocating for play to be part of a well-rounded curriculum in a high-quality educational setting.  As a licensed home child care provider for the past twenty-three years, as well as a foster parent for the state of Massachusetts, I have seen too many children who have never been allowed to just be children.  These children, for the most part, have missed out on a terrific developmental opportunity which may never be regained due to no fault of their own.

 

In an educational world full of regimentation, memorization, worksheets, closed ended projects and a variety of standardized testing, when did we lose focus in regards to the importance of play in a child’s development?  In order to positively impact early childhood education, children and their families by advocating for play to be recognized as a vital part of a well-rounded curriculum in a high-quality educational setting, I will:

 

1.         Continue to run an affordable, high-quality educational child care program from my state-licensed home child care.

 

2.         Form a community of practice which will focus on mentoring other educators on the importance of play in early childhood development and learning (i.e. workshops, create educational materials, personally speak to other educators).

 

3.         Bring the importance of play in regards to a child’s development to the attention of policy makers (i.e. those who are developing the curriculum regulations for early childhood educators).

 

As stated above, in an educational world full of regimentation, memorization, worksheets, closed ended projects and a variety of standardized testing, when did we lose focus in regards to the importance of play in a child’s development?  With these thoughts in mind, my chosen challenge is mentoring and advocating for play to be part of a well-rounded curriculum in a high-quality educational setting.  This would be my first step in changing regulations in my state which effect children and their development.  I believe in beginning small and then working up to my ultimate goal in the distant future which is seeing universal standards put in place for all early child hood educational programs state to state.  I believe each child regardless of their race, socio-economic level, religion and abilities. In order to accomplish this goal, I believe it will have to be accomplished one regulation change at a time.  This is a doable goal but it will take time and a lot of effort from many individuals to see it through.

 

It is hard to believe that we are at the end of this particular educational journey.  I am so happy but saddened at the same time.  I am happy that I have reached my goal of earning my second Master of Science.  I am saddened because I will be saying good bye to all of you whom I have worked with over this past twenty months.  I wish each and every one of you (students and instructors alike) all the best in your future advocacy goals.  I know each of you are great advocates and will continue to grow as you face more challenges with your chosen future goals.  If anyone would like to keep in touch I am on Facebook.  Just look for Robin Lemire and some sort of Winnie-the-Pooh photo and you will find me.  So I end this post with my heartfelt thanks for all the shared wisdom; opinions; praise; and helpful comments over the last twenty weeks.  I think we all made a great community partnership in our own way and I wish everyone the best!

 

References

 

BrainyQuote. (n.d.). Retrieved November 25, 2012, from http://www.brainyquote.com/quotes/quotes/p/plato166176.html

 

Lemire, R. A. (2011, December 25). Issues and trends in the early childhood field [Major assessment ePortfolio].   North Oxford, Massachusetts.

 

Salend, S. J. (2008). Creating inclusive classrooms: effective and reflective practices. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.



JOBS/ROLES IN THE ECE COMMUNITY: INTERNATIONALLY

For this week’s blog assignment we were asked to explore the international community of early childhood.  We were asked to use this opportunity to inspire our thinking not only about places we might like to work, but also roles we might like to take on anywhere in the world, now and in the future.  We were then asked to choose at least three international organizations or communities of practice that appealed to us and explain why we chose them.  We also were asked to share job opportunities within these organizations and to list what skills and experience we would need to competently fulfill each of these roles.  Please find below my choices (some of my choices may seem familiar as I have posted about these organizations before):

United Nations Education, Scientific and Cultural Organization (unesco.org, n.d.)

         

The mission of UNESCO (their education sector) is to provide international leadership to create learning societies with educational opportunities for all populations; provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all; work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals; and facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals (unesco.org, n.d.).

The job opportunities I found for this organization were all short-term as the Education Sector needed some extra services to work with their permanent staff.  However, each of these jobs required the applicant to reside in Paris, France.  The job chosen for this assignment was Associate Project Officer.  The main responsibilities are under the overall authority of the Assistant Director-General for Education, the overall supervision of the Chief of Section for Teacher Development and Education Policies in the division for Teacher Development and Higher Education (ED/THE/TEP), and the immediate supervision of the Senior Project Officer (Nokia Project Coordinator), the incumbent will contribute to the support of projects under the UNESCO Nokia Partnership.  The selected person will contribute to several projects, primarily related to the section’s work on mobile learning and policies (unesco.com, n.d.).

The required qualifications for this job are as follows:

Education:  Advanced university degree (Master or equivalent) in a subject of direct relevance to education policy analysis, such as public policy, sociology or the economics of education.

Work Experience:  1 to 2 years of professional experience in research and analytical activities, with a strong education policy focus, including one year at the international level; extensive practical experience in the organization of major international conferences.

Skills/Competencies: Excellent ability to undertake analysis; ability to work effectively with research institutions and experts at all levels in other national and international organizations; very strong organizational skills and ability to manage projects effectively; proven capacity to produce high-quality and analytical reports and recommendations from a range of quantitative and qualitative data, and to link evidence to policy recommendations; ability to co-ordinate the work of a multi-national project team, to contribute to the work of other professional staff, to work under pressure and to meet strict deadlines; ability to work effectively in a multi-cultural environment.

Languages:  Excellent oral and written communication skills including excellent drafting skill in English. Working knowledge of French would be an asset. Knowledge of other UNESCO official languages would be an advantage (unesco.org, n.d.).

Association for Childhood Education International (acei.org, n.d.)

The Association for Childhood Education International.  ACEI is a 501(c) 3 charitable organization.  This organization is interested in sharing new approaches to the education of children and ensuring that these approaches are delivered in ways that enhance children’s individual skills and abilities and provide opportunities for success in life (acei.org, n.d.).  Their mission is to promote and support in the global community the optimal education, development, and well-being of children ages birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society (acei.org, n.d.).  Their vision is that every child in every nation will have access to a quality education.  This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world (acei.org).  I could not find any job opportunities for this organization.  However, I did find that you can be involved by joining the organization at varying levels and cost.  By becoming a member it would be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.

Alliance for Childhood (allianceforchildhood.org)

 

This organization is one that I will make sure to keep in contact with since one of the issues they address which affects childhood is restoring play (i.e. loss of creative play and hands-on activities in children’s lives, and the excessive amounts of time spent in front of screens instead of in face-to-face engagements with their peers).  The Alliance for Childhood works with other organizations and individuals in a multi-pronged campaign to restore play (allianceforchildhood.org, n.d.).  According to the Alliance for Childhood, play initiated and directed by children should be a rich and vital part of every child’s life.  It enhances cognitive, physical, social, and emotional development and well-being. 

Though there are no jobs posted for this organization, but there is an opportunity to register with the Alliance.  By registering with them you will receive their updates and Action Alerts.  They also will inform you of what you can do to help them protect and preserve childhood in our own areas.  There are no skills or experience listed to become a member, but this organization seems to be a great resource.
 

References

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

Just Published:. (n.d.). Research and Advocacy. Retrieved from http://www.allianceforchildhood.org/

 

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/

JOBS/ROLES IN THE ECE COMMUNITY: NATIONAL/FEDERAL LEVEL

For this week’s blog assignment we were asked to explore national organizations and federal agencies in order to explore possible positions we would like to hold in the future.  These jobs would foster the well-being of children, families, and the early childhood field. We were then asked to pick three national/federal organizations or communities of practice that appealed to each of us and explain why we chose them.  Once this was done we needed to post job opportunities and the skills and/or experience required in order to hold these positions.  Not surprisingly, once again (as in the week 2 blog assignment) I found a lot of options that appealed to me at a national/federal level.  I have listed three of these organizations below:

 

1.  United Nations Education, Scientific and Cultural Organization (unesco.org, n.d.)

The mission of UNESCO (their education sector) is to provide international leadership to create learning societies with educational opportunities for all populations; provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all; work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals; and facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals (unesco.org, n.d.).

The job opportunities I found for this organization were all short-term as the Education Sector needed some extra services to work with their permanent staff.  However, each of these jobs required the applicant to reside in Paris, France.  The job chosen for this assignment was Associate Project Officer.  The main responsibilities are under the overall authority of the Assistant Director-General for Education, the overall supervision of the Chief of Section for Teacher Development and Education Policies in the division for Teacher Development and Higher Education (ED/THE/TEP), and the immediate supervision of the Senior Project Officer (Nokia Project Coordinator), the incumbent will contribute to the support of projects under the UNESCO Nokia Partnership.  The selected person will contribute to several projects, primarily related to the section’s work on mobile learning and policies (unesco.com, n.d.).

The required qualifications for this job are as follows:

Education:  Advanced university degree (Master or equivalent) in a subject of direct relevance to education policy analysis, such as public policy, sociology or the economics of education.

Work Experience:  1 to 2 years of professional experience in research and analytical activities, with a strong education policy focus, including one year at the international level; extensive practical experience in the organization of major international conferences.

Skills/Competencies: Excellent ability to undertake analysis; ability to work effectively with research institutions and experts at all levels in other national and international organizations; very strong organizational skills and ability to manage projects effectively; proven capacity to produce high-quality and analytical reports and recommendations from a range of quantitative and qualitative data, and to link evidence to policy recommendations; ability to co-ordinate the work of a multi-national project team, to contribute to the work of other professional staff, to work under pressure and to meet strict deadlines; ability to work effectively in a multi-cultural environment.

Languages:  Excellent oral and written communication skills including excellent drafting skill in English. Working knowledge of French would be an asset. Knowledge of other UNESCO official languages would be an advantage (unesco.org, n.d.).

2.  World Organization for Early Childhood Education (omep-usnc.org)

The World Organization for Early Childhood Education (omep-usnc.org) is part of an international, non-profit, non-governmental organization with members in more than 70 countries.  Their goal is to ensure the wellbeing, rights, and education of children from birth to age eight and their families in the USA and around the world today as well as in the future (omep-usnc.org, n.d.).  Though there are no jobs listed on the website, there is information on becoming a member.  The part I like about membership in this organization is that a portion of the dues go directly to support OMEP-USA projects, such as the Haiti Relief fund, a preschool support project in Jamaica, or a professional materials collection for new early childhood teacher preparation program in Jamaica (omep-usnc.org).  By becoming a member it would also be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.

3.  Association for Childhood Education International (acei.org)

The Association for Childhood Education International.  ACEI is a 501(c) 3 charitable organization.  This organization is interested in sharing new approaches to the education of children and ensuring that these approaches are delivered in ways that enhance children’s individual skills and abilities and provide opportunities for success in life (acei.org, n.d.).  Their mission is to promote and support in the global community the optimal education, development, and well-being of children ages birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society (acei.org, n.d.).  Their vision is that every child in every nation will have access to a quality education.  This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world (acei.org).  I could not find any job opportunities for this organization.  However, I did find that you can be involved by joining the organization at varying levels and cost.  By becoming a member it would be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.

 

References

Association for Childhood Education International. (n.d.). Retrieved November 23, 2012, from http://www.acei.org/

Council for Professional Recognition. (n.d.). Retrieved November 23, 2012, from http://www.cdacouncil.org/

Education | United Nations Educational, Scientific and Cultural Organization. (n.d.). Unescoorg RSS. Retrieved November 24, 2012, from http://www.unesco.org/new/en/education/

EXPLORING ROLES IN THE ECE COMMUNITY: LOCAL AND STATE LEVELS

For this week’s blog assignment we were asked to research at least three local or state organizations or communities of practice that appealed to us.  We were then asked to explain why these choices were made.  We also were asked to find some job opportunities (which may be available at the moment or possibly in the future) that are of interest to us.  Once this was accomplished we were asked to research what skills and experience each of us would need to competently fulfill each of these roles.

Not surprisingly, I found a lot of options that appealed to me at a local and a state level.  Locally, as a licensed home child care provider for the last twenty-three years I have been fortunate to be a part of communities of practice such as the South County Community Partnership; YMCA located in Southbridge, Massachusetts (child care vouchers, trainings, and UPK grant); Yours for Children, Inc. (food program and nutrition trainings); Seven Hills Foundation (respite work); Department of Children and Families (DCF) (foster care and trainings); and Big Brothers Big Sisters (as a mentor/big sister to a terrific young lady with special needs).  Each of the above-mentioned were given as examples since I am currently involved with all of them.

Sadly, even though I will have two Master of Science degrees (Psychology and Early Childhood Public Policy and Advocacy) when this class is completed, I still do not have some of the qualifications needed for some of the positions I found in my area of interest.  I have listed three of the job opportunities which interested me. 

1.  Executive Director, Children’s Leadership Council (Voices for America’s Children) (voices.org, n.d.). 

Qualifications Needed for this position are:  Excellent verbal and written communication, coordination, and consensus building skills; is a sophisticated advocate and can effectively work with, support and energize, CEOs, Executive Directors and staff of national and state organizations, sister coalitions, foundations and other diverse audiences; has at least six years working in the policy arena; has the ability to create a personal connection, prioritize important issues and be a creative strategic partner in the development of both the policy focus and the overall future of the CLC; has experience in participating in or supporting multi-organizational coalitions at the state or federal level (experience in coalition building is a plus); can manage and organize multi-step decision making processes that includes substantial committee work; is knowledgeable about the policy landscape for children and youth from birth to young adulthood; understands federal policy and the federal policy process in Congress (Hill experience is a plus); experience managing contracts (preferred but not required); is skilled in the use of the internet, and other related technologies to support communication and group work (experience with Convio is a plus; and a master’s degree is preferred but not required (voices.org, n.d.).

2.  Early Childhood Educator – South Bay Mental Health

Qualifications needed for this position are:  A degree in Early Childhood Education, Special Education, Child Development or Child Studies is essential. You must also have experience working with young children and families as you will offer direct care that includes developmental evaluations and assessments, curriculum development and group work, service coordination as well as parent support and education.

You will also find the mentoring you’re seeking, professional supervision you’ll welcome and training that pushes you to excel.

3.  Family Advocate/Social Worker/Case Manager (Community Children’s Center) - Horizons for Homeless Children

Qualifications needed for this position are:  Master's Degree in Social Work, Counseling, Psychology, or Family Studies required; Spanish speaking strongly preferred; case manager experience is critical; experience working with homeless and/or at risk families; commitment to a collaborative team approach; excellent communication and writing skills; knowledge of early childhood development a plus (horizonsforhomelesschildren.org, n.d.).

References

Big Brothers Big Sisters of Central MA/Metrowest, Inc. (n.d.). Big Brothers Big Sisters of Central MA/Metrowest, Inc. Retrieved from http://www.bbbscm.org/

Family Advocate/Social Worker/Case Manager (2 openings) Community Children's Center, Dorchester. (n.d.). Horizons for Homeless Children: Improving the Lives of Homeless Children and Families. Retrieved from http://horizonsforhomelesschildren.org/About_Us-Family-Advocate--Family-Partnerships-04-25-12.asp

 (n.d.). Retrieved from http://voices.org/wp-content/uploads/2012/07/CLC-Executive-Director-

Job-Description.pdf

(n.d.). Retrieved from http://jobview.worcester.monster.com/EARLY-CHILDHOOD-

EDUCATORS-Job-Brockton-MA-US-115424838.aspx

Seven Hills Foundation. (n.d.). Seven Hills Foundation. Retrieved from http://www.sevenhills.org/

FROM PASSION TO ACTION

It is so hard to believe that this is the last class needed before earning my Master of Science in Early Childhood Public Policy and Advocacy.  I look forward to working and learning with all of my classmates as we each reach the end of this particular educational journey.

PROFILE OF A VOLUNTEER

For this week’s blog assignment we were asked to describe the work of someone who has impacted the lives of others through volunteerism.  I could not come up with just one person that I know so I decided to use a group of individuals I have worked with in the past who open their hearts and their homes each year – these are the volunteer families who host foreign exchange students for ten months each year who are recipients of either the Future Leaders Exchange (FLEX) or the Youth Exchange and Study scholarships.  Host parents receive no payment for hosting foreign exchange students from either one of these scholarship programs. 

The FLEX program is made possible by funds allocated annually by the US Congress. The program is administered by the United States Department of State, Bureau of Educational and Cultural Affairs, which awards grants to private, non-profit organizations to help run different components of the program.  The Future Leaders Exchange (FLEX) program was established in 1992 under the Freedom Support Act to encourage long-lasting peace and mutual understanding between the United States and countries of Eurasia (pieusa.org).

The Future Leaders Exchange (FLEX) Program gives students who are ages 15 – 17 the opportunity to live with a host family and attend a U.S. high school for an academic year.  Students eligible to apply are from Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, or Ukraine.  Besides having the opportunity to attend a U.S. high school, FLEX students are required to take part in enrichment activities which include a civic education workshop.  They are also given the opportunity to become alumni for the grant program and mentor other students who are applying for the scholarship.  The part I love about this particular scholarship program is that it is open to students with special needs as well.  These students are offered an Independence Skills Training and the Leadership Reentry Workshop to assist their transition into American life and to readjust to their home countries after their exchange is over (exchanges.state.gov). 

The Kennedy-Lugar Youth Exchange and Study (YES) program was established in October 2002.  The YES program was a result of Congressional discussions following the events of September 11, 2001 and it was established to foster understanding between the United States and countries with significant Muslim populations.  YES students are from Bahrain, Bangladesh, Gaza Strip, Israel, Jordan, Kuwait, Lebanon, Mali, Morocco, Oman, Pakistan, Qatar, Senegal, Tunisia, West Bank and Yemen (pieusa.org).

YES scholarship recipients spend one academic year in the United States, living with a host family and attending an American high school.  While in the USA, students engage in activities to learn about American society and values, acquire leadership skills, and help educate Americans about their countries and cultures.  The YES program is made possible by funds allocated by the US Congress and the United States Department of State, Bureau of Educational and Cultural Affairs administers it.  Grants are awarded to private, non-profit organizations to help run different components of the program (pieusa.org).  There is also a YES Abroad Program which is available to U.S. citizens attending high school (age 15-18.5) who wish to spend one academic year or a semester in select countries (yesprograms.org).

I am so fortunate to still be in contact with so many great young men and women who came to the United States through these programs.  I think I learned as much about their countries as they did about ours.  The great part is the learning continues and does not end for either side.

References

Future Leaders Exchange (FLEX) Program. (n.d.). Future Leaders Exchange (FLEX) Program. Retrieved from http://exchanges.state.gov/youth/programs/flex.html

Future Leaders Exchange (FLEX) | Pacific Intercultural Exchange. (n.d.). Future Leaders Exchange (FLEX) | Pacific Intercultural Exchange. Retrieved from http://pieusa.org/grant-programs/future-leaders-exchange.html

 

Home | YES Program. (n.d.). Home | YES Program. Retrieved from http://www.yesprograms.org

USING SOCIAL MEDIA TO GET CONNECTED

For this week’s blog assignment we were instructed to review the learning resource “Social Media Advocacy: Five Influential Steps” (E-Advocate, 2011) and consider our own experiences with social media.  Then we were asked to reflect on how we have used social media to connect with others in our world, and, if we have not yet used social media, how this tool might be utilized.  Then we were asked to consider social media within the context of our advocacy work, and think about how the varied forms of social media might be used to build awareness and passion around a particular issue.

I will begin by admitting that I probably spend more time on the computer (after my necessary child care work and class work is completed) than I should but this is one way in which I keep in touch with everyone since I spend so much time at home (given what I do and how my schedule is at the present time).  I currently receive email newsletters for multiple organizations from all around the world which provides me with the needed information resources I require in order to effectively advocate for the children and their families in which I work with.  I also have accounts on Facebook and Twitter.  I currently use Facebook more than I do Twitter as those individuals I am keeping in contact with seem to be more active on Facebook.  I find Facebook useful (besides getting the opportunity to play some very addictive games) as a great way to keep in touch with those of like mind to me as well as the organizations from around the world which provide useful information on research, etc.  For example, I use Facebook to keep in touch with Yours For Children, Inc. (the USDA food program I work with to provide nutritional meals for the children in my care).  There are always new postings of great ideas in how to teach children about good nutrition, trainings, research, and easy contact with others in the same field.  As licensed child care providers we do not get to meet with each other too often so this is a great way to keep in contact and share ideas, etc.

I have also discovered the fun of blogging and love writing on this blog each week.  I look forward to continuing with this practice even after I finish this degree.  In the near future I will more than likely supply a link to it on my Facebook page.  The more I use Facebook the more I see the potential to reach so many other individuals.  The only resource I do not upload any items to is YouTube but I have used the website when instructed to do so in past classes.

References

E-Advocate. (2011). Social media advocacy: Five influential steps. Retrieved from http://eadvocate.wordpress.com/social-media-advocacy-six-influential-steps/

 

ADVOCACY MESSAGES

For this week’s blog assignment we were asked to post two or three advertising campaign messages that we believe are inspiring.  The two that I chose are:  “Every Beat Matters” (everybeatmatters.org); and “You don’t have to be perfect to be a perfect parent” (adcouncil.org). 

I feel that both advertising campaigns send effective messages which therefore will create action on the parts of individuals.  When deciding on which advertising campaign message I wanted to use, I read the overview of “Every Beat Matters” and I found it to be very well presented and it peaked my interest right away (gave statistics such as 7 million children in the developing world die of largely preventable or treatable illnesses before they reach the age of five – that equates to roughly 19,000 child deaths a day; listed the diseases such as leading causes of death which include newborn complications, pneumonia, diarrhea, and malaria)(adcouncil.org). Once I finished reading the overview, I went to the website www.EveryBeatMatters.org and was able to watch the TV commercial as well as see how the song which used real children’s heartbeats was created in order to spread the word for the importance of the need for Frontline Health Workers.  The website itself was great as well as it give ways each of us can take action (www.everybeatmatters.org).

As a foster parent I was drawn right to the advertising campaign “You don’t have to be perfect to be a perfect parent.”  I remember this advertising campaign very well and really believe since it portrayed regular people, who are not perfect, that it made an impact on individuals who may normally not take that next step to adopt from the foster care system.  These ads where meant to reassure prospective parents that even if no “perfect,” they have the ability to provide the stability and security that children in foster care need and deserve (adcouncil.com).  I also liked how there is available case studies; real stories; and research which backs up these two advertising campaigns.  I would recommend that anyone interested in these topics visit the websites for more information.

 

References

Ad Council. (n.d.). Ad Council. Retrieved from http://www.adcouncil.org/

Adopting Children from Foster Care. (n.d.). Adopting Children from Foster Care. Retrieved from http://www.adcouncil.org/Impact/Case-Studies-Best-Practices/Adopting-Children-from-Foster-Care

Every Beat Matters. (n.d.). Every Beat Matters: A Campaign by Save the Children. Retrieved from http://www.everybeatmatters.org/

MY OWN CAPACITY

For this week’s blog assignment we were asked to respond to three of the assigned questions.  I chose the following:

Which issues impacting young children and their families and/or the field of early childhood fuel your passion? 

Two of the issues that fuel my passion is diversity in the classroom as well as access to affordable, high-quality programs.  As a licensed child care educator since June, 1990, I have seen many changes in both the licensing standards/regulations as well as what is expected of the child care field professionally.  I have also learned how important it is to view situations from a variety of viewpoints as well as being a neutral third-party when it is needed.  It is very important to keep our minds open in order to learn a greater variety of tools which can be used personally, professionally, and in a local context. 
 

Further understanding of tools such as awareness viewpoints are beneficial in many situations, including but not limited to, situations working with families, when conducting research, and when advocating.  Becoming aware of factors such as the importance of respecting that each student and their family have a culture that is to be valued and affirmed; allowing students and families to fully participate in the educational process – keep communication open in both directions; reflection periodically on our own definition of diversity and educating ourselves in any areas in which we, as educators, need more information in, are also very important (Salend, 2008).

 

What resources do you have at your disposal that can benefit your advocacy work?

I am very fortunate to have access to many resources.  I am very fortunate to have worked in the field of early childhood education since June, 1990 so I have made some great acquaintances through the years.  I have also worked with foreign exchange students from all over the world.  Many of these students still keep in touch with me so if I have a cultural question all I have to do is email them.  I am also a member of the South County Community Partnership in my area.  I also am privileged to have worked with a large amount of individuals when I was a regional manager for six states (Massachusetts, Rhode Island, Connecticut, New York, Vermont and New Hampshire) while working with the exchange students.  These individuals range from educators, community advocates, newspaper employees, those who hold political offices, etc.). 

In what ways do you hope to grow in order to be a more effective advocate?

One of the most important focuses in the early childhood field, is the need of a system designed to assess, improve and communicate the level of quality of early and school-age care programs (Neugebauer, 2009, p. 66), as well as finding quality and affordable child care.  Individuals have diverse abilities and these abilities account for a substantial portion of the variation across individuals in socioeconomic success.  These gaps across children from different socioeconomic groups emerge before their formal education begins (Heckman, 2008, p. 307).  As an early childhood educator, it is imperative that I understand this and more in order to be an effective advocate/educator.

References

Heckman, J. J. (2008). Role of income and family influence on child outcomes. Annals of the New York Academy of Sciences, pp. 307-323. doi:10.1196/annals.1425.031

Neugebauer, R. (2009). Quality rating and improvement systems. Exchange (01648527), (188), 66-68.

 

Salend, S. J. (2008). Creating inclusive classrooms: effective and reflective practices. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

MY ROLE AS AN ADVOCATE

For this week’s assignment we were asked to respond to a set of questions from the perspective of the advocate each of us hopes to become in the future.  Here are my answers.

- What motivated you to start advocating for very young children?

I have been a licensed home child care worker for twenty-three years now and the decision to further my education so I could advocate for children and their families has progressed during the years.  The main motivation was an incident I had with one of the children enrolled in my child care.  This delightful three-year-old boy had been with me since he was approximately eighteen months old.  During this time he had been diagnosed with autism and his mother’s boyfriend was fixated for some reason on this young man being potty trained pretty much instantaneously.  One day this young man was sitting at the children’s table in my kitchen and basically asked me why his mom’s boyfriend hated him.  I asked him why he thought that his mom’s boyfriend hated him.  He replied because when he had an accident (bowel movement) in his diaper he was made to eat it to teach him a lesson not to go in his diaper.  Mom admitted this happened and the Department of Children and Families as called.  The investigator who came out stated to me that mom had taken back the statement she had given, and since the child had no voice, there was not anything they could do.  I replied that he did have a voice and she was not happy at this moment.  Ultimately I was able to get another person assigned to this situation.  I had no idea what I was doing at the time but had to try something.

- Why is it essential to acknowledge and foster advocacy efforts at the micro as well as the macro level?

It is essential to acknowledge and foster advocacy efforts at both the micro as well as the macro level as we, as advocates, need to be well informed on how to be effective on both levels.  On the micro level we engage more with the individuals and their families in order to solve their specific problem.  For example, helping to find housing, health care, family therapy, individual counseling, and other solutions would fall on this level.  On the macro level we would engage more with the large systems and may need to lobby to change a health care law or advocate for a large-scale social policy change.

- What does it take to be a community leader on early childhood issues?

I believe it is essential to have a passion and the drive needed for the work as well as for the people you are working with to assist.  Communication is also an essential characteristic.  Without positive communication skills it would be impossible to form an effective collaboration.  We also need to remember to listen and really hear what others are saying.  Everyone has something important to say in an effective collaboration.  Without this respect the collaboration will not be successful.  A successful advocate also needs to be committed to see the issue resolved.  There is no getting out if it gets too tough.  We need to each be committed to what we have started and stay until the end.

- What resources does it take to be a state leader on early childhood issues?

Sadly the first resource would be financial in nature.  Finding and maintaining funding is not an easy job at any level.  Though my experience is limited in dealing with grants, what experience I have has not been easy.  We also need a great network on a regional and local level.  As I stated above, communication is the key to success.  A state leader needs to know what is going on at a local level as well as a regional level with the people they are trying to advocate for.

- What tactics or strategies do you use to mobilize others?

Networking and passing along information and in turn getting information from others is the best strategy that I know of.  When you work with other individuals who are of like mind, passion and motivation, positive outcomes begin to emerge.

- As Robin Roberts stated in her interview, “the biggest obstacle is getting those that have never participated in the public policy process to do it for the first time” (zerotothree.org, pg. 4).  I know from personal experience that it is very hard to take that first step.  As a licensed home child care provider, I am used to be considered a babysitter not an educator.  It can be very difficult to break out of that stereotype and get the courage to speak up and have others actually listen to what you have to say.  Educating others to understand how important they are to the field of early childhood education is also tough at times.  Many individuals believe the stereotype and need a little help in overcoming it and finding their voice and passion.

Reference

Zero to Three Policy Center. (2008). Advocacy strategies to improve outcomes for very young children: Interviews with leaders at the state and community levels. Retrieved from
http://main.zerotothree.org/site/DocServer/AdvocacyLeaders_final.pdf?docID=1882

PERSONAL ADVOCACY REFLECTION

I have always tried to advocate for others when I could.  One incident in particular reinforced the path I have chosen to pursue.  This incident occurred with one of the children who were enrolled in my childcare.  The basics of the situation are this little boy had been (allegedly) subjected to physical abuse from his mother’s new boyfriend.  Because he was only three-years-old at the time and had been diagnosed with high functioning Autism, the investigative worker through DCF (Department of Children and Families) made the statement to me that this child had no voice.  She did not see why she should keep the case open since the child’s mother recanted her corroboration of the event which took place.  I explained that this little boy did have a voice and that she was getting really frustrated with the system.  I reminded her that this was not a good thing since I would be calling her supervisor in order to discuss the situation.  Suffice to say this investigator was taken off the case and a case was opened in order to make sure the children in the household were being taken care of and not being subjected to abuse by the mom’s boyfriend.  I am happy to say that mom eventually left this guy and the children (from what I hear) are doing great.  The little boy in question is now eight-years-old and has been mainstreamed into the regular classrooms at school.  I was given a picture of him by a mutual friend and was very happy to see how well he is doing.

I see this situation (mentioned-above) as the reinforcement I needed that I was heading in the right direction with my studies.  At this time in my life I was still trying to figure out who I was and what I wanted to do now that I was no longer in the role of wife (since my late husband's accident).  This situation led to one another and so on.  I now have a new confidence that I did not have at that point in my life.

THE BEGINNING OF OUR NEXT CLASS

We are now in week 1 of our next class - Tools for Policy Makers and Advocates (EDUC-6766-1).  We may have a small class, but there is a lot of knowledge to be shared.  I look forward to working with everyone over the next eight weeks.

 

WHEN I REFLECT ABOUT MY COLLEGIAL, PROFESSIONAL, LEARNING COMMUNITY

First I would like to say that I wish all the best to all my colleagues and hope they each reach their goals they have set out to achieve.  There needs to be voices out there advocating for productive and quality systems in order for children and families to each reach their full potential.  I understand it is a tough job to advocate and we make many individuals upset along the way, but the end results make it worth it.

The blog assignment for this week (the final week of this class) is to reflect back on the strengthening of bonds concerning a collaborative learning community.  During the last eight weeks we shared information and insights and supported each other.  As we prepare to move on, we were asked to take a minute and think about how our colleagues have supported us and how we have supported them.  We also were asked to reflect on what we wish for our colleagues as they each continue on their professional path – particularly in the areas of public policy and advocacy.  We were then asked to consider how being a part of this professional community contributes to our own professional growth and our own accomplishments.

With this in mind we were asked to respond to the following questions:

- Post at least three consequences of your experience being a part of a caring, collaborative learning community for your professional growth and development.

1.   I have learned that the vital role that states play in connection to early childhood systems is at the heart of the fundamental changes which are needed.  At this time, no state has implemented an ideal comprehensive early childhood system which meets the needs of the 21^st century.  Unfortunately, current programs, policies, and services created for young children and their families quite often operate in isolation, at cross purposes, or without enough resources to meet the critical needs of these young children and their families (Regenstein, n.d.).

The research is available concerning which policies will make the most difference for young children.  However, many states lack the capacity to properly implement those policies.  The federal role in supporting high quality early learning can and should increase.  States, however, have been leaders on the issue for a long time.  The successful state policies which are put into effect in the education arena are often the bases in which federal policies are built off of and use federal law for leverage (Regenstein, n.d.).

2.  When discussing early childhood systems comprehensive means designing a system of integrated continuum of policies, services and programs across early learning, early intervention, health and family supports in order to children and families to thrive and reach their full potential (Build Initiative, 2009).  It is very important for state leaders to understand the need to increase quality, alignment, and efficiency among the systems that serve young children and their families (Build Initiative, 2009).

3.  From an economic perspective, the higher the quality of program and/or system, the more positive the lasting impacts will be in the future (Galinsky, 2006).  Effective early childhood programs and/or systems generate benefits to society that far exceed program costs (deveopingchild.harvard.edu, 2008).  According to Olson (2005), economic analyses show that for every dollar that is invested in high-quality programs the return to society can be anywhere between three to seventeen dollars (Olson, 2005).  High-quality also help children have better school readiness skills, yield benefits such as higher graduation rates, fewer school dropouts, less need for special education, and less crime (Olson, 2005).

- Post one goal for using this collegial experience to enhance your advocacy, policy, and/or system development work on behalf of young children, families, and the early childhood community.

Next, from taking this class I have added to my understanding of the importance of cultivating a relationship with others as well as developing a high quality early childhood system which benefits all those involved.  The most important aspect of any successful early childhood system, however, in my opinion, is always to remember that a major influence on a child’s achievement, both academically and developmentally their families are.  As educators and advocates it is part of our job to create an environment that welcomes all families in such a way that everyone is comfortable and able to participate in their child’s academic and developmental growth.  With the combination of schools, families, and communities working together in support of learning, children statistically do better in school, stay in school longer, and enjoy school more (Henderson, pp. 1-2).

The experiences the children have with their families are very important as the preschool years are a critical time for children’s language and literacy learning (Hindman and Wasik, 2010).  Families are a child’s first teacher and educators cannot accomplish what needs to be done without the families’ interaction (Hindman and Wasik, 2010).

References

Build Initiative. (2009). Early Childhood Systems Working Group. Retrieved from http://www.buildinitiative.org/content/early-childhood-systems-working-group-ecswg

Galinsky, E. (2006). The economic benefits of high quality preschool: What makes the difference? Retrieved from http://familiesandwork.org/site/research/reports/ced.pdf

Henderson, A. T. (2007). Chapter 1 - Introduction. In Beyond the bake sale: the essential guide to family-school partnerships. New York: New Press.

Hindman, A. H., & Wasik, B. A. (2010). Head start families sharing home language and literacy  experiences. doi: 10.1080/15240751003737919

National Scientific Council on the Developing Child. (2004, Winter). Children's emotional development is built into the architecture of their brains (Working Paper No. 2). Waltham, MA: Author. Available from Center on the Developing Child, Harvard University website http://developingchild.harvard.edu/index.php/library/reports_and_working_papers/working_papers/wp2/

Olson, L. (2005). Early childhood education: Investing in quality makes sense. Research Points, 3(2).

The Build Initiative, adapted from a presentation by Elliot Regenstein. (n.d.). State early childhood advisory councils. Retrieved August 1, 2011, from http://www.buildinitiative.org/files/Build%20Initiative%20-%20SECAC_0.pdf

MY HYPOTHETICAL FAMILY SITUATION

This week's blog assignment gave us an opportunity to share the hypothetical family situation we each created for the application assignment, to ask questions of our colleagues, and/or share our own thoughts.  Below is my hypothetical family situation.

Heather is a thirty-year-old widow and soon to be adoptive single parent.  Heather and her late husband were in the process of adopting a two-year-old little girl named Lilly when he was unexpectedly involved in a motor vehicle accident and passed away.  Heather and her late husband were working with the Department of Children and Families in their area in order to adopt Lilly.  Through a lot of soul searching Heather has decided to continue with the adoption since she has bonded with Lilly and Lilly with her.  Heather realizes that she will have to overcome some challenges now and in the future as Lilly has some special needs.  Heather has a good job and the insurance benefits left to her by her husband ensure that she is able to financially care for Lilly now and in the future.

The Department of Children and Families has been assigned to Lilly since her birth.  Lilly was placed into the custody of the Department of Children and Families six months ago due to severe neglect and her biological mother’s continued substance abuse problems.  Lilly was diagnosed with Down syndrome when she was born.  Lilly’s mother has since signed away all of her legal and parental rights to Lilly as she decided it was going to be too much work to raise Lilly despite the services she has been offered since Lilly’s birth.

THE POLITICAL WILL TO IMPROVE EARLY CHILDHOOD SYSTEMS

The blog assignment for this week concentrates on the political will to improve early childhood systems.  We were asked to share one or more strategies we have discovered as we worked on the assignments during this course, and particularly this past week, that are currently being used by advocates or organizations to influence the political will toward improving early childhood systems in order to foster the well-being of young children and their families.  We were also asked to share our thoughts on what part of this work appeals to us the most and why?

As I have stated before, in a prior class I focused on this current issue and I find it just as relevant at this time.  What I found while researching as well as applying my own experience in the field was that one of the most important focuses in the early childhood field, in my opinion, is the need of a system designed to assess, improve and communicate the level of quality of early and school-age care programs (Neugebauer, 2009, p. 66), as well as finding quality and affordable child care. Individuals have diverse abilities and these abilities account for a substantial portion of the variation across individuals in socioeconomic success. These gaps across children from different socioeconomic groups emerge before their formal education begins (Heckman, 2008, p. 307).

In the last twenty-two plus years, there have been a lot of changes to the licensing processes in the state of Massachusetts as well as what is now being expected from licensed providers. One of the processes for improvement being explored and designed in my area is the quality rating and improvement systems standards (QRIS) (Neugebauer, 2009, p. 66).  To say being involved in this process is frustrating is an understatement.  I have been involved in the QRIS rating system over the last three years as well as the UPK grant since 2009.  During the course of working with the QRIS system I have been called a glorified babysitter who is uneducated and has no knowledge of how to match standards with goals, etc…  Suffice it to say this was not a good experience for the person who made these statements.  I do not throw my educational background in the mix when dealing with different agencies but did so this one time.  It was my pleasure to point out how “uneducated” I definitely was not (both book learning and experience).  This issue made it up to two supervisors over this woman.

Then it is time for the legal and political systems come into play. We need the political system to intervene and assist in passing legislation in order for the quality of the early care our children receive from unrelated individuals to continue growing. We need the legal system in order to pass the new regulations and put them into effect.  It would just be wonderful if those who are making these regulations and passing the legislation had any experience working day-to-day in the early childhood field.  I have offered over the years to open my child care to anyone who would like to come and spend a day or a few days seeing how it is run.  So far there have been no takers on the offer.  In order to make changes, we need to use strategies such as methods of how to use our voices, invest in our work, and join networks.  Of course, this is easier said than done.  It takes many, many voices to advocate for change – but what a difference these voices can make.

The work that appeals to me the most is definitely the advocacy portion.  I love to do research and use my voice in order to make a difference.  Advocating is an ongoing process that keeps evolving as each new situation occurs.  Knowing my nature, this is a challenge I gladly will take on.

References

Heckman, J. J. (2008). Role of income and family influence on child outcomes. Annals of the New York Academy of Sciences, pp. 307-323. doi:10.1196/annals.1425.031

Neugebauer, R. (2009). Quality rating and improvement systems. Exchange (01648527), (188), 66-68.

PARENT, FAMILY, AND COMMUNITY ENGAGEMENT

For this week’s blog assignment we were asked to consider one system element that is a foundational strength of Head Start.  Parent and Family Involvement is the assigned element we were given to consider.  We were then asked to review and reflect of the life stories we read on the website of the Early Childhood Learning and Knowledge Center (ECLKC), which is part of the Office of Head Start (http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs).  We were then asked to blog about what we learned from these Parent and Family Stories and to address two or more of the given topics.  The topics I chose are:

1.  Why do involvement opportunities for parents and family members benefit young children, families, and the early childhood field?

Head Start/Early Head Start places a large emphasis on family involvement.  Unfortunately, educators do not currently have a comprehensive way to measure information from families concerning the types of learning experiences they provide for their children in the home environment.  This information is important due to the fact that one of the primary missions of Head Start/Early Head Start is to prepare children for school (Hindman and Wasik, 2010).  These experiences with their families are very important as the preschool years are a critical time for children’s language and literacy learning (Hindman and Wasik, 2010).  Families are a child’s first teacher and educators cannot accomplish what needs to be done without the families’ interaction (Hindman and Wasik, 2010).

2.  What is the value that hearing such stories has for early childhood professionals, for the public, and for policymakers and government officials?

Listening, really listening to the stories for this assignment has reinforced what I have written in prior assignments.  One of the issues I know I need to continuously work on in regards to changing demographics and diversity is making sure everyone feels respected and included in their community and their child’s education.  I say this because as the demographics and diversity change in my child care and community, so must I.  Fortunately, working with exchange students has really opened my eyes to this issue and allowed me to understand that I can keep growing and learning along with the families/students/community.  The students are always willing to educate me on their cultures, customs, etc…  All I have to do is ask.  If I do not know something I make sure I ask the families to educate me.

According to Santamaria (2009), challenges inherent in serving multiple students with diverse needs (i.e. academic, cultural, linguistic, socioeconomic, etc.) have been the preoccupation of educators since the identification of academic achievement gaps in research studies and by school districts (Santamaria, 2009). 

In order to be an effective educator, regardless of what field of education we are working in, we need to be culturally competent communicators.  According to Le Roux (2002), education is not just about understanding the curriculum and achieving good grades.  It is also about teaching and learning about values, assumptions, feelings, perceptions and relationships (Le Roux, 2002).  

It is very important to look at our own biases as we have learned in order to make sure we can ask the questions needed to educate ourselves as well as make our classrooms, child cares, etc… the best environments for learning that we can.  If we do not address these attitudes/biases, we will not be able to establish an environment that is welcoming for everyone.

Educators, as stated above, must genuinely examine their attitudes and assumptions not only about diverse cultures but also about the diverse types of families the children live in.  These attitudes and assumptions will not allow us, as educators, to reach the point of genuine openness to others and therefore, not make our classrooms/child cares an inviting place for others to want to become involved.

Also, once we examine our attitudes and assumptions, it allows us, as individuals as well as educators, to feel comfortable in asking questions and finding out answers from others in how to improve our programs, curriculums, etc… (Gestwicki, 2007).

References

Gestwicki, C. (2007). Home, school, and community relations. Clifton Park, NY: Thomson Delmar Learning.

Hindman, A. H., & Wasik, B. A. (2010). Head start families sharing home language and literacy experiences. doi: 10.1080/15240751003737919

Le Roux, J. (2002). Effective educators are culturally competent communicators. Intercultural Education, 13(1), 37-48. doi:10.1080/14675980120112922

Parent and family stories. (n.d.). Retrieved July 13, 2012, from

http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs

Santamaria, L. J. (2009). Culturally Responsive Differentiated Instruction: Narrowing Gaps between Best Pedagogical Practices Benefiting All Learners. Teachers College Record, 111(1), 214-247.