Time Well Spent

Time Well Spent

            When I first enrolled in this Master’s Program with Walden University it was with the attainment of my degree as my ultimate goal.  I felt that having it would give credibility to my actions and words as a professional in the field of early childhood.  I have worked with and for children and families for over twenty years.  Throughout this time my passion for this field and the desire to have a positive impact has grown and ultimately led me to continue my education.  I have experienced much frustration at what I feel is a disregard for the value of children and this profession held by many in positions that could bring about such positive change and impact on countless children, families, and ultimately society. 

            Over the past year I have had the opportunity to meet, learn about and with, and grow as a professional through learning resources, the assignments in each of the courses, shared insights, experiences, and from the wisdom shared by classmates, instructors, and early childhood professionals.

Three deeply felt learnings from this program:

1.  Throughout this program of study there has been great emphasis placed upon developing the skill and ability to self-reflect, assess oneself, and use this insight and knowledge for the betterment of children, families, the field of early childhood and our own personal and professional development.  This was probably one of the most difficult aspects of this program for me.  I am very comfortable with observing others and trying to assist and guide their development and growth.  I am quick to put the needs of others before my own and often they get left out.  I have learned that to help others, I must be aware of who I am, what made me the way I am, and how I react as a result.

“The relationships that we have with the world are largely determined by the relationships we have with ourselves” –Greg Anderson

2.  We must take a holistic approach to learning and facilitating the growth and learning of others.  Learning is a life-long process and does not stop because we age and begins at birth or before.  Our potential is only limited by ourself and the environment we are in.

“When you hold an infant, hold him not just with your body, but with your mind and heart” –Magda Gerber

“If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the betterment of man’s future.  For what is the use of transmitting knowledge if the individual’s total development lags behind?” –Maria Montessori

3.  Even when I feel frustrated by the lack of concern or knowledge of others, I can still make a difference is I persevere and continue on my path.  I must remember that I am not alone in this journey.  I may feel it at times in my immediate environment, but that can be changed and through the professional connections I have made with classmates and through learning resources I only have to reach out for support.  There are many working towards positive social change and now I know how to access them.

“We must remember that one determined person can make a significant difference, and that a small group of determined people can change the course of history.” –Sonia Johnson, American Feminist Activist and Writer

“When we strengthen families, we ultimately strengthen the community.  Our goal is that parents everywhere work with supportive providers, feel confident in their parenting role, and form strong, resilient attachments with their children.  To help achieve this, providers must be responsive to parents, knowledgeable about child development, and eager to see every parent succeed.” –T. Berry Brazelton, M.D.

One long-term goal:

One long term goal would be to find a way to put my challenge for this course into action.  It is okay to start slow and on a smaller scale.  I must take my abilities and limitations into consideration and tap into the strength and passion of those around me.  The end result of bringing about positive social change by improving conditions and the expected outcome of children and families is the goal and what is important.

“It is easier to build strong children than to repair broken men.”  -Frederick Douglass

“How can we speak of Democracy or Freedom when from the very beginning of life we mould the child to undergo tyranny, to obey a dictator?  How can we expect democracy when we have reared slaves?  Real freedom begins at the beginning of life, not at the adult stage.  These people who have been diminished in their powers, made short-sighted, devitalized by mental fatigue, whose bodies have become distorted, whose wills have been broken by elders who say: ‘your will must disappear and mine prevail!’—how can we expect them, when school-life is finished, to accept and use the rights of freedom?”  -Maria Montessori, Education for a New World

A farewell message to your Instructor and colleagues:

I have had the honor and good fortune to meet and learn with a very diverse community of early childhood professionals as classmates and instructors.  The insight, experiences, and knowledge shared with and by each of you have certainly added to the success of this program and my growth as a person and professional.  It has been both heartwarming and encouraging to be connected with so many dedicated and passionate people working towards the same goal—doing great things for children and families.  I wish each of you every success and would love to hear how progress upon your challenge is being made.

Dr. Dartt, thank you so much for all of the insight, wisdom, and knowledge that you have shared within this class.  The entire experience with Walden has been great and much of it is due to the level of professionalism of the instructors.  I honestly feel that this has been one of the smartest and most worthwhile investments I have made.

Contact information:

Email-    cindyleeferguson@gmail.com

Jobs/Roles in the Early Childhood International Communities

Save the Children

Save the children is the leading independent organization for children in need, with a staff of more than 14,000 people working in over 120 countries, including the United States.  We aim to inspire breakthroughs in the way the world treats children, and to achieve immediate and lasting change in their lives by improving their health, education and economic opportunities.  In times of acute crisis, we mobilize rapid assistance to help children recover from the effects of war, conflict and natural disasters.

Our U.S. based workforce of approximately 1000 people is split into three main areas:

1.  U.S. Headquarters Positions, 2.  U.S. Field-Based Positions, and  3.  International Field-Based Positions

http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6226565/k.BFEA/Working_at_Save_the_Children.htm

ISSA

The International Step by Step Association (ISSA) is a membership organization that connects professionals and organizations working in the field of early childhood development and education.  ISSA promotes equal access to quality education and care for all children, especially in the early years of their lives.  Established in the Netherlands in 1999, ISSA’s network today stretches across the globe from Central and Eastern Eurpoe to Central Asia, Asia, and the Americas.  While ISSA offers general membership and information-sharing to all interested individuals and organizations, ISSA’s core members are the 31 nongovernmental organizations, located primarily in Central/Eastern Europe and Central Asia, that implement the Step by Step Program initiated by the Open Society Institute (OSI) in 1994.  Within its network, ISSA supports a wide array of programs that collectively provide a comprehensive set of educational services and advocacy tools intended to influence policy reform for families and children, with a special focus on the years from birth through primary school.

http://www.issa.nl/index.html

UNICEF

For 60 years, UNICEF has been working on the ground in 190 countries and territories to promote children’s survival, protection and development.  The world’s largest provider of vaccines for developing countries.  UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS.  UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.

If you are a committed, creative professional and are passionate about making a lasting difference for children, the world’s leading children’s rights organization would like to hear from you.

http://www.unicef.org/about/emply/files/

The New and Emerging Talent Initiative (NETI) is an entry point for dynamic professional interested in an international career with UNICEF, NETI participants will work actively in a multicultural environment within the development and humanitarian arenas, while contributing to delivering results for children.

The following minimum requirements:

*Have completed an advanced university degree (Master’s degree or equivalent) at the time of application.  Any number of years relevant professional experience is not substitute for the required educational qualifications. 

*Have proficiency in English and another official language in the United Nations i.e., Arabic, Chinese, French, Russian, or Spanish; knowledge of local languages can be an asset.

*Be ready to be assigned to any UNICEF office worldwide, including hardship duty stations.

*Have at least two years of relevant work experience for functions at the P-2 level, and at least five years relevant work experience for functions at the P-3 level.  Relevant experience should include work in developing countries and in multicultural environments.

Preference will be given to candidates under 35 years of age.

Programme structure

NETI participants are given an initial one year work appointment that begins with a one month induction at UNICEF New York Headquarters (NYHQ). During this one month period NETI participants familiarize themselves with UNICEF and get the chance to meet HQ colleagues from the functional areas in which they will work during their field assignment. Participants are then deployed globally to a field or headquarters duty station for the remaining 11-month period. During their assignments, the NETI participants receive dedicated support for their development at the induction at New York Headquarters and through the mentoring and external coaching components, which help develop their personal and professional skills and maximize their performance.

Since merit and performance are the key features of the NETI Programme, a rigorous and continued assessment process takes place throughout their assignments. At the end of the first year and based on a performance review, NETI participants’ appointments are extended for a second year in their specific duty station or, if necessary, separated from the NETI Programme. After about 18 months from the time of their initial appointment, a performance review panel is held. This final review includes a comprehensive evaluation where participants’ overall performance in the NETI Programme is reviewed, and their suitability to be included into Talent Groups and to be given priority consideration for vacant positions is also determined.

Interested candidates must share the United Nations values and ideals, and be able to listen to and understand the ideas and concerns of the people UNICEF serves. Similarly, interested candidates must be able to communicate, and work strategically and effectively with others to achieve results. Additionally, it is critical for candidates to be geographically mobile and willing to serve in emergency and hardship duty stations.

http://www.careersatunicef.org/what-is-neti/

Jobs/Roles in the ECE Community: National/Federal Level

The three organizations that I have chosen to explore are Head Start, NAEYC, and Zero to Three.  Each of these organizations are leaders in the field of early childhood and are making ongoing, sustained efforts towards the provision of  high-quality care environments and supports for children and families.

The three job opportunities that I have chosen to look into are:

Head Start Reviewer

This position requires extensive knowledge of Head Start Standards and monitoring protocol, high levels of ethics and professionalism, the ability to be flexible in work schedule, willingness to travel, and computer proficiency.

There will be training requirements specific to the position if education and experience requirements are met.

NAEYC Assessor

This position has a five step process which includes filling out the application, having a phone interview, passing a criminal background check, completing a contract for services with the NAEYC Academy, and successful completion of the Assessor tools which is to determine reliability.

Education requirements are a minimum of a bachelor’s degree that includes credit hours of specialized college-level work in child development and learning from ages birth through kindergarten levels.  Applicants must have relevant experience in early childhood settings related to ages birth through kindergarten, understanding of the NAEYC accreditation process, skill with completing observations and tools to complete them, interpersonal and communication skills, basic knowledge and skill using technology for data collection purposes, and basic administrative and professional communication skills when using technology.

Physical and travel requirements include being able to stand or sit at child level for one hour or more, ability to use stairs and walk distances up to half a mile, hold a valid driver’s license.  You must be able to make travel arrangements and accommodations for hotel.  Assessors are required to carry out about 30 assessment visits, complete trainings required for professional development, and pass evaluations.

Zero to Three Senior Writer/Training Specialist

This position requires a Master’s Degree in Early Childhood or a related field.  One must possess a strong knowledge base of Early Head Start program development, performance standards, and the EARLY Head Start Migrant and Seasonal Head Start technical assistance resources.  There is an emphasis on infant and toddler knowledge, cultural context knowledge, and adult learning.  This person must be flexible, self-motivated, able to multi-task and willing to travel. 

Duties and responsibilities include leading teams in the development of webcasts, podcasts, webinars, written products related to deepening understanding of and development of innovative approaches to the needs of the Early Head Start community.  Able to provide training for federal staff, liaison between programs, and other duties as needed.

Each of these positions would enable a professional in the field to have a substantial impact upon making positive growth and change that will benefit children, families, and the field of early childhood.  The potential for growth and professional development are limited only by oneself.

Exploring Roles in the Early Childhood Community: Local and State Level

Local or state organizations or communities of practice that I find appealing to my work and goals as an early childhood professional are:

The Anchorage AEYC

This is a local affiliate of the National Association for the Education of Young Children that is located about 40 miles from my home.  Their goal is to foster professional development and quality care and education for children.  They are active in sharing and influencing public policy at the local, state, and national level.  There is a large yearly conference held over a 3-4 day period with guest speakers, workshops, and opportunities for networking and sharing with other early childhood professionals from throughout the state.

I feel there is much to be learned from an established organization when in the beginning stages of forming one at a more local level.  I can learn valuable information regarding advocacy and gain access to other professionals with many of the same goals and interests.

Best Beginnings

This organization is both public-private owned that was formed to find ways to improve Alaskan children’s future and to connect resources and people together to form a more unified effort.  They have private, business, and government funding and sponsoring.  They saw the great need that Alaska has and has made a concerted effort to meet the many and varied challenges that the early childhood field is facing in this State.

As I stated before I feel there is a great opportunity to learn how to be successful from an established organization.  Also the potential for reaching more families grows with this association.

The state of Alaska has a great deal of work to do in this area.  It is important that each of us do what we can to further the growth of the field and the professional development of its members to deliver high-quality care and services to children and families.

Two employment opportunities that I am interested in are the positions of adjunct instructor of early childhood classes at the local community college and training and curriculum specialist at one of the child development centers on the Air Force Base.  I feel each offers the opportunity to have a positive impact upon those who will be working directly with the children and families. 

The adjunct instructor position requires at least a Bachelors and preferably a Masters degree.  Experience with Blackboard and Elive/Collaborate is required.

The training and curriculum position requires a Bachelor degree or higher in Early Childhood, Elementary Education or closely related field.  12 months experience at the next lower grade requiring knowledge, skills, or abilities of the position to be filled.  A combination of experience and education can meet the degree requirement with at least 24 semester hours in early childhood education or related field.