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.