A farewell to All

My Dear Instructor and Colleagues,

it is a mixed feeling—excited and sad. I am excited because YEAH, I almost finished this program just in few days, which takes a year and eight months! However, I am sad because I am not able any more to discuss about topics regarding the early childhood field with this group of professionals from Walden University who offer insightful perspectives, advice and thought-provoking questions. I hope that we still can keep in touch in the future personally and professionally.

This program is a gift to me. It is a gift of knowledge, which makes me learn and know about child development, issues and trends regarding the early childhood field, practical strategies about how to create age appropriate practices and curriculum, some basic skills about research, equity and inclusion in the classroom, anti-bias curriculum, and so on. It is a gift of relationships, which teaches me how to communicate with children, families, and colleagues from my workplace as well as from Walden, thus building up and strengthening relationships with them. Especially the relationships that are built up through the platform that Walden offers, I would cherish the meaningful learning time and interactions with them. Hopefully after this program we still can learn from each other and have some more interesting and meaningful discussions. It is a gift of dream, which inspires and motivates me to envision myself in the early childhood field, to regard myself as an emerging early childhood educators rather than just as a teaching assistant, and to dream big and stick to it.
After this program, I develop my long-term goal that relates to my Capstone Project. Since I have learned some knowledge about how to create an ongoing, daily anti-bias curriculum that reflects diversity, I would like to seek more opportunities and gain more practical experience on how to become anti-bias educator. Along with this goal, I want to be self-reflective so that I can make an adjustment if needed. As well, if possible, I would like to work abroad to experience the "real" diversity to gain more practical experience, which I think is good for attaining the international teaching certificate.

I would like to take this opportunity to say "Thank you" to my instructor and my colleagues. Thank you for your company in this journey and your valuable insights and comments. You made my completion of Capstone Project possible and a success. I would like to leave my contact information and hopefully some day we can meet each other and collaborate with each other. My personal email is karolchen2012@gmail.com. Thank you all!


Children are like wet cement. Whatever falls on them makes an impression.
– Dr. Hiam Ginnot

Jobs/Roles in the ECE Community: Internationally

The three international organizations that appeal to me are Organization for Economic Co-operation and Development (OECD), United Nations Education, Scientific, and Cultural Organization (UNESCO), and Save the Children.

The Organisation for Economic Co-operation and Development (OECD) interests me because I can see this organization has a strong collaborative team and representatives in this organization share very clear responsibilities; as well, OECD’s way of working shows a very strong connection among members to ensure the accuracy of events that are worked on (Two pictures below are “who do what” and “OECD’s way of thinking”). There are around 26 job openings, like Mediator for Human Resource Management, Director for Financial and Enterprise Affairs, Policy Analyst, Programme Officer, Telecommunication Economist, Translator, and so on. The OECD looks for talented individuals “with higher academic achievements, professional credentials, and a successful record of demonstrated performance and results” (OECD, n.d.). Candidates from different backgrounds are welcome as this organization seeks to broaden and enrich its knowledge base. Strong interpersonal and communication skills are required to work in this international, team-orientated collaborative environment. As stated, “We work in English and French and look for an excellent command, with proven drafting ability, in at least one of these languages with a willingness to learn the other” (OECD, n.d.).

The United Nations Education, Scientific, and Cultural Organization (UNESCO) works to create the conditions for dialogue among civilizations, cultures and peoples, based upon respect for commonly shared values. It is through this dialogue that the world can achieve global visions of sustainable development encompassing observance of human rights, mutual respect and the alleviation of poverty. It appeals to me because of its mission--“to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information” (UNESCO, 2011). Especially it aims to protect heritage and forster creativity. As stated, “Heritage constitutes a source of identity and cohesion for communities disrupted by bewildering change and economic instability. Creativity contributes to building open, inclusive and pluralistic societies. Both heritage and creativity lay the foundations for vibrant, innovative and prosperous knowledge societies”(UNESCO, 2011). As for the job opportunities, I am quite interested in its internship programme, which aims to “offer selected graduate and postgraduate students in a field related to the work of UNESCO the opportunity to supplement their academic knowledge with practical work assignments and to enable them to gain a better understanding of UNESCO’s mandate and programmes” (UNESCO, 2011). Some requirements are as follows:

Students enrolled in a graduate or post-graduate degree program in a university or equivalent institution at the time of application. Applicants pursuing their studies in a country where higher education is not divided into undergraduate and graduate stages must have completed at least 3 years of full-time studies in a university or equivalent institution towards the completion of a degree. Applicants must be undertaking studies in areas related to UNESCO’s fields of competence (namely, education, culture, sciences, communication and social sciences) or in other areas which support UNESCO’s work (such as law, human resource management, management studies, international relations, etc.).

Additional Requirements:

•Languages: An excellent knowledge, both written and spoken, of at least one of UNESCO’s working languages (English or French). A working knowledge of the other language is an asset, and may be required of candidates for internships in secretarial/assistant assignments at Headquarters.

•Computer skills: Ability to use computer systems, email and office-related software (MS Office).

•Attitude: An awareness of the many facets of a multicultural world and a commitment to international public service are essential. (UNESCO, 2011)

Save the Children aims to give children around the world a healthy start, the opportunity to learn and care when disaster strikes. It supports education programs for children in the classroom and at home, as stated, “We train teachers to engage their students through more effective teaching practices. We coach parents and caregivers to help their children learn early on, so they are prepared to enter school” (Save the Children, 2011). Children will be introduced to the power of artistic expression—drawing, painting, music, drama, dance and more—to help them heal, learn and do better in school. If I could work in this organization, it would be great to see how children become more resilience and to see the smiles back on their faces.

Refereces:

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

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

After exploring some national organizations and federal agencies, I find three are of interest to me and working in these organizations would be beneficial to me.

The Erikson Institute, it works to "improve the care and education of children age birth to eight" through some academic programs, online programs, direct services to families, applied research, community partnerships and initiatives (The Erikson Institute, 2015). The community of the Erikson Institute consists of diverse walks of life, such as faculty, students, alumni, trustees, supporters, and partners, which indicates that the Erikson Institute to the largest extent supports children and families from different areas. If possible, I would like to have a job in this institute because I am inspired by its mission: to prepare early childhood professionals to help children to reach their full potential and to support families; to support stressed parents and help them build their strengths; to study early childhood programs to understand what works and why. I would like to work to offer direct services to families that need support; in this way, I would learn what exactly those families need for children and themselves so that the challenges that children face in their learning and development can be overcome. In this work, I think listening and communication skills are really important. By listening, I can acquire the essence of information that tells what families need; By respectfully speaking with families, I could offer informational support and exchange each other's perspectives, then implement some practical support for families. Meanwhile, I also need to acquire some deep knowledge of early growth and development so that families would trust me as a professional.

Administration for Children and Families (ACF), a division of the U.S. Department of Health & Human Services, aims to promote the economic and social well-being of families, children, individuals and communities to ensure that they are resilient, safe, healthy, and economically secure (ACF, n.d.). I especially appreciate its policies: it strives to make informed policy decisions and become a model employer, with a culture that values fairness, diversity and inclusion in the workforce (ACF, n.d.). I would like to work in an environment that embraces fairness, diversity and inclusion which I could learn in my workplace and then pass to children and families I serve.  However, I am not sure if I am qualified for applying the jobs since the jobs are intended for U.S. citizen or federal employees.

Zero to Three, the National Center for Infants, Toddlers and Families, is "a national nonprofit organization that provides parents, professionals and policymakers the knowledge and the know-how to nurture early development" (Zero to Three, 2014). According to Zero to Three, "health and development are directly influenced by the quality of care and experiences a child has with his parents and other adults" (2014). This center touches on children's behavior and development, maltreatment, care and education, which is a resource date base for early childhood educators, parents and other adults who give care for children. I would like to work as an intern in its multicultural and diverse environment to gain a personal and professional growth and development, and a rich, substantive education experience; in this way, with my master degree in early childhood education from Walden University, I would be more competitive to have a teacher's role in the international school where I serve now as a teaching assistant. To work as an intern, I think basic knowledge of child development should be acquired; appropriate communication skills be learned in this place full of professionals to make myself understood and understand.

References:

Administration for Children and Families (ACF). (n.d.). Retrieved from http://www.acf.hhs.gov/about

The Erikson Institute. (2011). Retrieved from http://www.erikson.edu/

Zero to Three: National Center for Infants, Toddlers, and Families. (2011). Retrieved from http://www.zerotothree.org/

Exploring Roles in the ECE Community: Local and State Levels

This week, we are required to find three local or state organization or communities of practice that appealed to me and job opportunities that interest me, and some skills and experience that I would need to competently fulfill each of these roles.

The first community of practice is the Parent Support Association (PSA) for our international school. It is a non-profit organization with volunteer parents filling the roles of executive, committee organizers and school representatives. It has been a source of information about the school, and a way for concerned and actively involved parents to channel their energy. It provides parent and school approved events with the desire to raise school spirit and promote community involvement. If I could, I would like to be a member of this community-PSA. In this community, I could gain more information about families from different countries and cultures and have a better knowledge of what different families need in this school and in this country where they are newcomers out of job transfer. In this community, I could learn more about the cultural background of other members who represent a group of families from the same country; in this way, I could gain more knowledge of cultural diversity. Working in PSA, I need some skills to fulfill this role. The most important skill is the listening skill. Since the other members in this community are from diverse cultures, they have their own perspectives and ways of doing things. To better serve the children and families in this school, I should first listen carefully and respectfully to their perspectives and then find a common ground after sharing my own perspective; thus, cultural conflicts could be reduced, eased or avoided.

The second community of practice that interests me is the Center for Parent Information and Resources (CPIR). I chose this community because I find its objectives inspire me: to provide PTIs (the community of Parent Training Information) and CPRCs (the Community Parent Resource Centers) with products and materials to support their work with families; to increase Parent Centers’ knowledge and capacity in specific domains; and to increase the coordination of parent training efforts throughout the network. If I could, I would like to work as a member of one of the CPIR team--FHI 360, which brings together experts in health, education, nutrition, environment, economic development, civil society, gender, youth and technology to address the full range of human development needs. Working in FHI 360, I would learn to embrace innovation, to mutually respect for diversity and cultural differences, to have a passion to make a positive difference, to have accountability, to have commitment to excellence and to teamwork. To fulfill the role in FHI 360, I need to have professional knowledge of education and relevant knowledge, such as knowledge of nutrition and technology; as well, I need collaboration skill to work with other experts in different areas.

The third community of practice is the National Association for the Education of Young Children (NAEYC), which works to promote high-quality early learning for all young children, advances a diverse, dynamic early childhood profession and supports all who care for, educate, and work on behalf of young children. I chose this organization because I am inspired by its vision, mission, values and beliefs. And that's why I would like to work as a member of NAEYC. Since NAEYC comprises nearly 70,000 individual members of the early childhood community and more than 300 regional Affiliate chapters, culturally competent communication skills, (including listening, appropriate verbal and nonverbal communication skills) and collaboration skills are essentially required. As stated, "Collaboration is a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve results they are more likely to achieve together than alone" (Winer & Ray, 1994, p.24).

Reference:

Winer, M., & Ray, K. (1994). Collaboration handbook: Creating, sustaining, and enjoying the journey. St. Paul, MN: Fieldstone Alliance.
Winer, M., & Ray, K., "How Do We Set Forth?", Collaboration handbook: Creating, sustaining, and enjoying the journey. Copyright 1994 Fieldstone Alliance. Used with permission from Amherst H. Wilder Foundation via the Copyright Clearance Center.

Reflecting on Learning

From this course, I have learned about the issues that children and their families might face, about the Four Core Goals of Anti-bias Education, and about some practical strategies that anti-bias early childhood teachers could adopt to counter those issues, and so on. All of what I've learned from this course arouses my most passionate hope to create a caring, non-bias learning environment for children by positively interacting with children, building positive relationships with and among families, setting up the classroom full of materials that honor diversity both within and beyond children's own identity groups, and planning anti-bias curriculum for children. I hope that through this environment children could develop to their full potential, that families could feel supported and assured that their children are physically and emotionally safe at school, and that my career in early childhood field is fulfilled. 

Hereby, I would like to thank Dr. Kien for her careful check on all of my assignments and her insightful comments that broadens my views and knowledge. I would like to thank all my colleagues for posting their insights and comments that show me diverse perspectives. Thank you for providing me with such an rich chapter of my journey in early childhood field.

Impacts on Early Emotional Development

The region I would like to choose is East Asia and Pacific because it is where China is located and I would like to learn more information about children in China and around China. When I look into this region, I found that the challenges that children are confronting are mainly child maltreatment, violence against children, poverty, lack of education, abuse, natural disasters such as earthquake, and so on, which have a negative impact on children's physical, intellectual, social and emotional development.

For example, due to poverty in rural China, Panpan's mother left her when she was one year old; Panpan's father has to work far away to make a living; Panpan lives with her grandparents, who are busy in the field and have no time as well as don't know how to educate her (Liu, 2014). The absence of Panpan's parents in her early childhood has a negative impact on Panpan's emotional development, making her think that she is not loved, cared and important, which affects her self-esteem, self worth, and her personal and social identities. The lack of education cuts down her chances to learn how to interact and communicate with her peers, how to react to problems regarding social and emotional development, how to aquire from her peers and teachers skills that she could not learn from home, and so on. However, thanks to Child Welfare Directors Project, problems due to poverty like Panpan are being eased.

Child maltreatment, such as the neglect of children with disabilities is one of the main challenges that children in East Asia and Pacific face. However, through looking into the website, I found out there are some successful strategies that promotes the emotional development as well as overall development of children with disabilities. For example, due to the partnership between UNICEF and Manchester United, children with intellectual disabilities in Thailand have opportunities to watch a football match, which has been shown to have a positive impact on their overall physical and emotional development as well as helping to improve their communication and social skills (UNICEF, 2013).

If issues regarding the overall development of children with and without abilities are highly paid attention to by government and society, there is always a way out for children who need supports in different kinds of area. As early childhood teachers, what we can do is to be prepared with knowledge, to contribute what we have to children's development, and to make a positive social change, even a small one.

Reference:

UNICEF. (2013). UNITED for UNICEF helps to inspire children with intellectual disabilities in Thailand. Retrieved from http://www.unicef.org/eapro/media_21164.html

Liu, Yang. (2014). In rural China, an innovative solution to reaching to vulnerable children. Retrieved from http://www.unicef.org/infobycountry/china_73613.html.