Time Well Spent

Thank you! Thank you! Thank you!

I have gone through a very steep learning curve in this program, and the learning process has been very intellectual inspiring and fulfilling. I would like to express my gratitude to all those who gave me the possibility and inspiration to complete this program. The three things I have learned and can take away from this program are first, we can and should work together and collaborate to make changes. Teamwork is important to get input from others and to be able to see things from other points of view (Wenger, 2006).Second, just as I thought, play is critically important to children’s development (NAEYC, n.d.). This does not come as a surprise, but I am glad to have had this emphasized so that I can continue to advocate for play. There is so much that children learn from play – it is just as important as giving adult students time to engage in discussion (Brookfield, 2013).Third, we can’t underestimate the value of diversity. Let people know you honor them by listening, paying attention to your nonverbal communication, watching your innuendos (macroaggressions), and scrutinizing your environment (Wiley, 2010).

My most enormous thank you would be to all my fellow students, Professors, colleagues, and friends, especially to Dr. Dartt for their valuable time and advice; as well as their intellectual support, patience and encouragement throughout this journey. Without their guidance and constructive criticisms of my assignments, I would not be able to improve my learning.

I also need to thank my colleagues, who never failed to give me great encouragement and suggestions in my discussion and blog posts.  Their friendship and advice are very much appreciated. I want to thank you for Walden University.

 

As educators and leaders, we make changes over the years to make a difference in our surroundings. Educators are the voices for our children; we must do all we can to stand up for our children and make sure that we are heard.

Also, I thought that I was never going to make it in this course in some of the assignments because I did not understand what it was asking me. The grades I got back on some of my tasks I thought that I was not going to make it. Dr.Dartt gave me great feedback on my assignments which gave me the opportunity to gather my thoughts, look over my mistakes, and gain my passion for enduring my work. This class has taught me a great deal about how to perform leadership in a community of practice involvements in the field that I can now to help advocate and support children and families.

My long-term goal is to help families, co-worker, and children in my community and organizations around the world. I will continue to serve around the globe for health, safety, policies, communication, and research for children. I will focus on making a difference in the lives of children and advocate my support to assist with young children and their families. I will show parents and children how loving I am to their children. I would like to thank every one of you for your support throughout this course. I would take some of our discussion and use it to future my learning to help others in the world today. Ms. Denise M Ellis, MSECE, has learned so much from this course to put it to use wherever I go in the future.

  Congratulations to all of us, let’s keep in touch!

 

Walden University 2018-2019

 

References

NAEYC. (n.d.). Play and children’s learning. Retrieved from www.naeyc.org/play

Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from www.wenger-trayner.com/introduction-to-communities-of-practice

Wiley. (2010). Microaggressions in everyday life (video). Retrieved from www.youtube.com/watch?v=BJL2P0JsAS4

Jobs/Roles in the ECE Community: Internationally

 

     ACEI: Association for Childhood Education International:

It is a global community that consists of educators and advocates who advocate for desirable conditions, programs, and practices affecting children.  The organization has a program called Innovation Exchange program, which allows knowledge sharing through the organization’s website and publication (such as Childhood Explorer and Journal of Research in Childhood Education). The organization has a branch in Hong Kong and Macau. In the future, the Hong Kong & Macau branch is hoping to develop their own Journal, newsletters and other publications in both English and Chinese languages.

     UNESCO: The United Nations Educational, Scientific and Cultural Organization

It is a non-profit organization that contributes to peace and security by promoting international collaboration through educational, scientific, and cultural reforms to increase universal respect for justice, the rule of law, and human rights.  It is a website that I visit for most of my assignments in this master course. Education for the 21st Century is my most frequently visited page.  This is the website that reminds me for societies to achieve sustainable development; governments should invest in education that supports self-directed learning, participation, and collaboration, problem-orientation and linking of formal and informal learning.

     Save the Children:

      Another international organization that I like saves the children. I chose Save the Children because they work with children and families by dealing with their issues in their everyday lives. They give them a healthy jump in their life to be successful in their life. The reason I like Save the Children is they are the voice for the children. This job stated “Campaign and Advocacy Strategy Director is responsible for leading the strategic planning, capacity building, and monitoring, evaluation and learning for our global campaign and our broader country-level advocacy (Save the children, 2014). The job is currently available until September 2014.

Jobs I am interested in this week:

QUALIFICATIONS

• Educated to degree level in a relevant field

EXPERIENCE AND SKILLS

• Proven campaign leadership at a senior level, preferably in a global context, and ability to lead in a complex networked organization
• Experience in leading the creation of a strategy, demonstrating the ability to identify the necessary steps towards an ambitious goal.
• Experience of a range of campaigning and advocacy techniques and approaches, especially in developing country contexts, and a strong understanding of global campaigning trends.
• A track record of successful project management, with a proven ability to forge consensus and drive action.
• Experience of building personal networks at senior levels, resulting in securing significant new opportunities for the organisation.
• Experience of solving complex issues through analysis, definition of a clear way forward and ensuring buy in.
• Significant experience of managing staff with different backgrounds and expertise, in both line management and matrix management structures, building and developing their performance.
• Willingness to travel overseas for up to ten weeks a year.
• Ability to work effectively in a culturally diverse setting.
• Understanding of and commitment to Save the Children’s values and ways of working.

 

Reference:

Save the Children. (2011). Retrieved from http://savethechildren.org

 

 

 

 

 

 

 

Blog Assignment: Jobs/Roles in the Early Childhood Education Community: National/Federal Level

National Association for the Education of the Young Children (NAEYC)

This is the website that I have been interested in since I started towards my master program. I am always able to find information from leading early childhood experts without fail from this website. The NAEYC standards offer very clear guidelines of professional development of practitioners with a vast variety of programs offered in various formats (including face-to-face training, digital platforms and blended learning programs). The website also offers a database of state policies organized in policy areas of “professional standards, career pathways, articulation, advisory structure, data and financing“.

Child Care Awareness of America – (http://childcareaware.org/)

I chose this organization because, “it is the national network of more than 700 child care resource and referral centers located in every state and most communities across the U.S. These centers help families, child care providers, and communities find, provide, and plan for affordable, quality child care”(Child Care Aware, 2014).

National Black Child Development Institute (NBCDI) – (http://www.nbcdi.org/)

I chose this organization because, “For more than 40 years, the National Black Child Development Institute (NBCDI) has been at the forefront of engaging leaders, policymakers, professionals, and parents around critical and timely issues that directly impact Black children and their families. They are a trusted partner in delivering culturally relevant resources that respond to the unique strengths and needs of Black children around issues including early childhood education, health, child welfare, literacy, and family engagement” (National Black Child Development Institute, 2013).

Jobs of Interest/Responsibility/Requirements:

Blended Case Manager (Nonprofit Social Services) – (http://www.careerbuilder.com/jobseeker/jobs/jobdetails.aspx?Job_DID=JHL4R975G2YBBF2JPSZ&siteid=cb001&showNewJDP=yes&ipath=EXINDsep_google_feed%2cEXGOO)

1. Job Responsibilities – As a Case Manager, you will be responsible for assisting individuals to make full use of Behavioral Health Services and natural community supports. The services you will provide will include developing a partnership with the individual to assess needs, obtaining services, and resolving crises. Through this partnership the individual and case manager will work together to plan, coordinate, monitor, and advocate for the services and supports needed to achieve the individual’s goals.
2. Job Requirements – For the Case Manager role, we are seeking a dedicated and caring candidate who will advocate on behalf of individuals. When working with specialized populations such as young adults or individuals who speak another primary language, you must be able to stay abreast of age appropriate and/or culturally relevant services.

Child and Family Advocate – Health Federation of Philadelphia (http://www.simplyhired.com/job/child-and-family-advocate-job/health-federation-of-philadelphia/53dcfwp6k2?cid=islxgiduyocdimqoprvgrimfumbpibbr)

2. Job Responsibilities – Provide services to infants and toddlers and their families in their homes and at the community site. Caseloads will be 12 maximum. Primarily working as a member of the multidisciplinary team; assisting in the enrollment process; conducting assessments (d Provide services to infants and toddlers and their families in their homes and at the community site. Caseloads will be 12 maximum. Primarily working as a member of the multidisciplinary team; assisting in the enrollment process; conducting assessments (developmental, vision/hearing, nutrition); implementing curriculum during weekly home visits; facilitating parent-child socialization/play groups, and role modeling for parents.
3. Job Requirements – Education requirement – Minimum of CDA; Associate Degree in Early Childhood Education preferred. Experience – Working with infants and toddlers in home-based programs. Working with families at high levels of risk, Home visiting, and knowledge of service area

References

Association for Childhood Education International. (2011).Bright futures for every child,   every nation. Retrieved from http://www.acei.org/

Child Care Aware. (2014). Americas most trusted child care resource. Retrieved from    http://childcareaware.org/

National Black Child Development Institute. (2013). Nbcdi initiatives. Retrieved from    http://www.nbcdi.org/

 

Exploring Roles in the Early Childhood Education Community: Local and State Levels

                               EDUC 6990- Exploring Roles in the ECE Community

Denise M Ellis                                                                                                 EDUC- 6990

Blog – Week 2

The following are three local of state organizations or community of practice that appeals to me and why?

1. Project HOME–Is a program that helps to “empower adults, children, and families to break the cycle of homelessness and poverty, to alleviate the underlying causes of poverty, and to enable all of us to attain our fullest potential as individuals and as members of the broader society” (projecthome.org). This program appeals to me especially because their mission is similar to my overall mission of helping families build the confidence and motivation they need by aiding them with the basic living needs.
2. Boys and Girls Club of the Midlands– at the Boys & Girls Clubs of the Midlands, we know that the future of our country rests with its children. Today’s kids will become tomorrow’s parents, workforce, and leaders. Enables all young people, especially those who need us the most, to reach their full potential as productive, caring, responsible citizens. Current members of the Boys and Girls Club of the Midlands are community workforce future workforce, leaders, and citizens who recognize the value of helping children develop strong character, a set of quality and values that will shape their thoughts and actions.
3. The Salvation Army– Is an International Christian based program whose mission is not only, to meet the human needs without any form of discrimination but to also, “feed, clothe, comfort, care, and to rebuild broken home and broken lives.” (salvationarmyusa.org) this program appeals to me because it helps motivate me to excel in my want to help needy families and children. Their overall mission is very inspirational.

A few job opportunities that interest me are…

Child Care Center / Pre-School Assistant Director at La Petite Academy

West Columbia, SC 29169

Description

Our organization prides itself on excellence, putting the education and development of our children first and foremost. When you consider a career at Learning Care Group, know you will be joining a team that is passionate about thoroughly preparing their students for all the challenges that lie ahead.

In an Assistant Director, we look for committed individuals who want to make a difference in the lives of young children and their families, while effectively and efficiently running all School operations. Some of the exciting things that you will do as an Assistant Director include, but are not limited to:

• Make a difference every day!
• Be accountable for the operation of the school, ensuring that the school is operating in accordance with company and state licensing standards.
• Be responsible for ensuring an educational, caring and safe environment for the children and parents.
• Spark imagination, build self-esteem and help children discover new things each day.
• Promote the positive image of the company and play a major role in making the company a provider of choice in educational programs for the communities that we service.
• Recruit, select and retain quality staff.
• Help achieve profitability for the company.

In order to be considered for this position, you must meet all state licensing requirements, including:

• Must be at least 21 years of age.
• Bachelor’s degree in early childhood education or child development or
• Bachelor’s degree in a field other than early childhood education or child development and six months qualifying child care experience or
• Associate’s degree in early childhood education or child development and two years of qualifying child care experience

 

Preschool Lead Teacher at the Sunshine House Early Learning Academy

North Charleston, SC

Preschool Teachers at The Sunshine House spark children’s imaginations using the nationally recognized Creative Curriculum that promotes social, physical, and cognitive development. And they have a lot of fun! Hours are 7-4 or 8-5, Mon-Fri.

Preschool Lead Teacher essential job responsibilities include:

• Meeting the physical and emotional needs of each child and providing an atmosphere that makes children and families feel valued.
• Implementing The Sunshine House curriculum in a way that meets each child’s unique learning style.
• Keeping all children in sight at all times and using student transition sheets properly.
• Being aware of surroundings and reporting or correcting unsafe conditions.
• Keeping rooms neat, clean and organized.
• Using only positive child guidance strategies to instruct children.
• Presenting a welcoming attitude towards families. Engage them in conversation about their child’s education, and the features and benefits of our programs.
• Complying with all state licensing and accreditation regulations.
• Arriving at work on time, enthusiastic, committed, and professionally prepared every day.
• Working with your team to achieve the center’s goals.
• Remaining aware of accreditation standards and doing your part to achieve or maintain accreditation for your center.
• Attending all training, center staff meetings, and other professional development initiatives as required.

Requirements:

• Passion for early childhood education!
• At least one year of experience teaching in a state-licensed childcare center, daycare or preschool.
• CDA or higher degree in Early Childhood Education or related field.
• Spoken and written English fluency.
• CPR and 1st Aid Certifications, or willingness to obtain these.
• Being able to adapt to continuously changing, fast-paced environment, and make the children’s needs the primary focus.
• Fully engage in physical activity with children, including kneeling, stooping, squatting, and standing for the majority of the work day, and be able to engage in activities with children like jumping, dancing, walking, and running.
• See and hear well enough to monitor classrooms and playgrounds to keep children safe at all times.
• Ability to lift up to 30 pounds.

 

Early Interventionist at Richland/Lexington DSN Board

Columbia, SC 29210

Step Ahead Early Interventionist:

Step Ahead is currently seeking a full-time Early Interventionist to work in the Columbia area. Our Early Interventionists work closely with families to help their children to reach developmental milestones. Early Interventionists provide developmental instruction for parents/caregivers and their children with disabilities and special needs

Excellent communication and organizational skills required.

Need at least a Bachelor’s degree in:

• Child/Human Development Education (early childhood, special education, early childhood special education or elementary education),
• Family and Consumer Sciences,
• Psychology,
• Public Health,
• Social Work,
• Sociology

• requires either 1 year experience in early childhood education, OR 1 year experience working with infants and toddlers, OR 1 year experience working with children age birth to 5 years with disabilities.

Great Benefits – Retirement, Medical Insurance, Annual and Sick Leave and more options.  All interested persons should submit a completed application to 301 Greystone Boulevard.  Applications can be obtained at the agency’s office or online at www.rldsn.org.

I chose these employment positions because I find each one deals with the development and educational learning of young children and work closely with families to ensure that children are nurturing with the most in creativity and development that are provided for healthy success.

References:

https://www.monster.com/jobs/search

http://www.careerbuilder.com/jobseeker/jobs/jobdetails.

 

 

Thank You All

Thank You!

While taking this journey in Early Childhood Education, I have met some fantastic people but this class Communication and Collaboration in Early Childhood EDUC – 6165 with Dr. Belinda Williams, was one of the best experiences for me. The knowledge that I have gain from Dr. Williams, my fellow classmates, group, and my colleagues is priceless. I have encountered so much through this course that I feel I will become more successful in communicating and coming together with others.

Thank you, Instructor/class, for all your positive input and your supportive feedback. I was truly but in the correct place to be enlighten with wisdom without prejudice. The lesson that I have learned on communication will assist me a lifetime and be shared with many.  Success to all!!

(My favorite Quote)

“None of us, including me, ever do great things. But we can all do small things, with great love, and together we can do something wonderful.” – Mother Teresa

 

Adjourning Phase

When in a high-performing group, I think that it depends on if everyone is getting along.  During the norming stage, if everyone can come to an agreement, and everyone is treated with respect, then leaving should not be a problem.  The groups with the clearest established norms would benefit if there is not a clear leader, everyone got a turn at the project that they are working on, and everyone feels like they are being respected.  The group that I think would be hardest to leave is the adjourning group.  If you do not actually work with that department or that company in that state, if you are visiting and you make friendships during the meeting, I think it would be hard to leave. You could make some kind of arrangements with the person and exchange phone numbers to keep in touch.

      The sorts of closing rituals that I have experienced are that when a teacher was leaving the company to work somewhere else, she had sent me a friends request on Facebook.  We still keep in touch with each other and I send her updates of what is happening in our company. The way that I imagine that I will adjourn from this group would be hard.  I have started this program with so many other colleagues, but it always seems like patience and I have been in either the same class or the same group together.  It will be hard because I have learned so much from her as far as her discussions and blogs. As I move on my future endeavors, maybe I will find her in one of those classes.  I hope everyone has the best of luck in their endeavors, no matter what they might be.  Adjourning is an essential stage of teamwork because you can take what you have learned from the other people in your group, and implement it in the classroom.  Work with your team members in the same way that you worked with the people in your group. With regarding my Walden group colleagues, I have learned so much from my classmates. I enjoy hearing their perspectives and reflecting on the personal examples they offer. It is a real pleasure to work with them online.

 

 

Conflict Resolutions:Let’s Resolve and Compromise

 

Just before last year started, my colleagues and we began to prepare for the monthly calendar of events that were to take place that year. Black History month, which is celebrated in the month of February, I had a conflict with my colleague with regarding the theme of the Black History Celebration Fair booth run by my students. The students intended to use situational statements as an approach in designing some of the products being represented. My colleagues, on the other hand, think the use of the statements may create negative image of the school and strongly oppose the idea. The students were ordered to terminate the project 3 days before the fair opening day. Students, on the other hand, were furious as they were not even given a chance to explain and clarify their main idea to the school management. I had no choice but to seek a third party, the Associate Head of my department, to assist in resolving the conflict. Conflict resolution begins with a willingness to negotiate, i.e., to not only consider but also recognize and respect others’ perspectives.

During the conflict resolution process, I notice my Associate Head practiced nonviolent communication throughout the meeting.  She listened to all parties with patience and empathy with no interruption. She also asked questions when needed but without blame and criticism (The Center for Nonviolent Communication, n.d.).

I learned from this experience that practicing 3Rs can effectively enhance effective communication process. Treating individuals equally with respect can promote responsive interactions among different parties.  By exploring and accepting different viewpoints, it helps to create partners in the communication process (Barrera & Kramer, 2007) and compromise can be achieved more easily.

Reference

Barrera, I., & Kramer, L. (2007). Skilled dialogue: Weaving webs of connectedness   across diverse voices and identities. Childhood Education, 83(5), 304-308.

The Center for Nonviolent Communication. (n.d.). The Center for Nonviolent Communication, Retrieved from http://www.cnvc.org

 

Similarities and Differences in Communication: Who am I as a Communicator?

                  

This week we took three communication assessments: communication anxiety, verbal aggressiveness, and listening styles. Then we were to ask two others for their input on the same items and compare the results. I asked my daughter and a co-worker to rate me. I was a little worried that those who know me so well might rate me a little higher on verbal aggression or poor listening. However, they rated me the same as I rated myself. I was surprised (and relieved) to see that the way that I rated myself and the way that my family rated me was consistent.

My results:

Communication Anxiety Inventory: Mild
You reported that you feel a bit uneasy in some communication situation and somewhat more confident in other contexts. Communication does not seem to be something you worry a great deal about.  (Rubin, Palmgreen & Sypher, 2009)

Verbal Aggressiveness Scale: Moderate
You maintain a good balance between respect and consideration for others’ viewpoints, and the ability to argue fairly by attacking the facts of a position rather than the person holding that position. (Rubin, Palmgreen & Sypher, 2009).

Listening Styles Profile: Group 1
My listening style is People Oriented. You are empathetic and concerned with the emotions of others. This listening style helps you to build relationships, but it can interfere with proper judgment because you tend to be very trusting of others. (Rubin et al, 2009)

One insight that I came away with is from the verbal aggressions assessment, which is the importance of not attacking someone’s character during an argument. Even if the other person attacks my character, I should end the conversation or point out what they are doing and try to bring the issue back at focus. This is important professionally and personally, as I do not want the relationships I form to be damaged in the case of conflict.

The second insight I came away with is that I do not have a high communication anxiety level. This is important and was a relief to see as I used to be very shy and have changed over the years. If I intend to continue teaching in a classroom setting or public forum, I must rid any fear or concern about communicating before others if I want to be a successful educator.

References:
Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge.

Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R. (Eds.) (2009). Communication research measures II: A sourcebook. New York: Routledge.

 

 

Differences in Communication

Many times before I even realized it, I found myself communicating differently with a person that is different than me simply because of the difference in diversity.  Does that make sense?  I did not mean any harm by this, for most people they do not, but nonetheless, it causes feelings of hurt for the other person.  When I encounter a person that is different, e.g. different religion, different sexual orientation, different beliefs, different culture, sometimes I freeze up and do not know how to talk to them.  I do not know how to relate to them.  Therefore, I have nothing to talk to them about, or so I think.  Other times when I encounter a person that is different than me, I may accidentally do or say something that offends that person without even meaning to.  This offense then causes a barrier to form between me and that person.  It is my job to learn how to handle differences for myself so that I do not offend others just because we are different.

A strategy that I could use would be to try to withhold judgement long enough to gain a deeper understanding than first impressions allow.  Instead of letting the first impression rule our thinking about a person, we should really get to know the person or family before forming an opinion about them.  Another strategy that I would use would be when something about a families’ practice really bothers me, I will try to look at what they are doing through their eyes instead of my own. Trying to understand why they do what they do, by putting myself in their shoes would allow me to forget about my thoughts for a minute so I can think about others.  A third strategy that I could use would be to recognize that learning unwritten cultural rules of nonverbal communication takes time and patience (Gonzalez-Mena, 2010).  These three strategies could help me to communicate more effectively with the groups of people that I talked about previously.

 

References

Gonzalez-Mena, J. (2010). 50 strategies for communicating and working with diverse families. Upper Saddle River, NJ: Pearson Education, Inc.

 

 

Characters in Communication

For this assignment I had the opportunity to watched an episode of Dora the Explorer, my niece loves the show. She was a little angry that we at first had to watch it without sound. But she soon helped me as we tried to figure out what going on. It was interesting that we were still able to figure most of the show with the gestures and nonverbal ques without sound. It was a very fun assignment and a great learning experience. It made me really watch what the characters were doing and what was going on around them. My niece and I had fun laughing and trying to figure out what was happening in the show. We were pretty close on when we watched the show with sound. I am planning on trying this again on an “adult” show to see how it compares to the children’s show and how well we were able to figure out what was happening.

It was so interesting to learn about nonverbal communication. I really never thought about how unplanned and spontaneous it really was. “Many times nonverbal communication is spontaneous and unintentional. We roll our eyes, laugh, slouch, or blush without meaning to. And our nonverbal behaviors can send powerful, unintended messages without us having much time to think through them” (O’Hair, Wiemann, Mullin, & Teven, 2015, p. 95). You really don’t think I’m going to laugh now or give that person a hug. It is something that you just do. It is vital to pay attention not only what people are saying but also what they are not saying, their nonverbal cues.

References

O’Hair, D., Wiemann, M., Mullin, D. I., & Teven, J. (2015). Real communication an introduction (3 ed.). Boston: Bedford/St. Martin’s.