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

 

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

 

National Association for the Education of Young Children | NAEYC.

http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

I chose this in particular as a source for assisting to meet the needs of the non-English speaking families I believe contacting the organization, asking for assistance on working with diverse families could help as well. I have also decided on practicing the principles of the “No Child Left Behind Act” to implement my choice of collaborating with individuals for the needs of all diverse families to ensure that needs are properly and equally met.

 

The NAEYC offers individuals leadership opportunities as follows:

State and Local Leadership Opportunities

NAEYC’s network of Affiliates provide excellent opportunities for members to participate in activities at the state and local levels. Contact your local or state NAEYC Affiliate for information about service opportunities in your area.

National Leadership Opportunities

Many NAEYC programs offer leadership opportunities as reviewers or consulting editors. In addition, current NAEYC members are eligible to serve in governance as members of the NAEYC Governing Board or the Council for NAEYC Accreditation of Programs for Young Children. View current opportunities in the chart below.

Young Professionals Advisory Council

NAEYC formed the Young Professionals Advisory Council in Fall 2015 in order to help us better understand and meet the needs of the youngest members of the profession. Click to learn more and view the full roster. YPAC members serve a two-year term; applications open in July each year. 

 

U.S. Department of Justice.

http://www.justice.gov/opa/pr/departments-justice-and-health-and-human-services-issue-joint-guidance-child-welfare-systems

(DOJ), is the agency that I chose to refer to in protection of my limited and non-English speaking families and their services.

USAJobs.gov allows you to search for openings by location or keyword. You can also search for openings within a specific Department of Justice agency. Become a My USAJobs Member to post and create a resume, apply to Federal Government jobs, and receive automated job alerts.

• Department of Justice Agency Search on USAJobs
• My USAJobs

Through USA Jobs, the Department of Justice offers multiple positions to be applied for, such as:
Director, Federal Bureau of Prisons   

Budget Analyst, GS-560-09/11   

Deputy Director, Office of Enforcement Operations   

Student Trainee (Clerical)   

Assistant United States Attorney (Criminal)   

Attorney Advisor (Digital Currency Counsel)   

General Attorney   

General Attorney   

Integrated Ballistics Identification Systems Specialist (IBIS)   

Trial Attorney (Consumer)   

Volunteer Law Student, Fall 2017   

Medical Officer (General Practitioner)   

Medical Officer (Clinical Director)   

Clinical Nurse (Registered Nurse) 

Correctional Officer

 

Department of Communities, Child Safety and Disability Services (Queensland Government)

http://www.communities.qld.gov.au/resources/childsafety/practice-manual/prac-paper-working-cald.pdf

I decided to adopt the “Child Safety” from the Queensland Government in Australia. The Queensland Government is international organization that offer services such as, the Queensland Multicultural Resource Directory, available through the Multicultural Affairs Queensland website.

 

I saw no job opportunities for the Queensland Government.

 

The NAEYC showed no requirements for position, being that all were currently filled from what I could see. and the Department of Justice required applicants to create an account through USA jobs and fill out an application and upload a resume.

 

 

References

 

(2016, October 19). U.S. Department of Justice. Departments of Justice and Health and Human Services Issue Joint Guidance for Child Welfare Systems | OPA | Department of Justice. Retrieved from http://www.justice.gov/opa/pr/departments-justice-and-health-and-human-services-issue-joint-guidance-child-welfare-systems

 

(1995, ). National Association for the Education of Young Children | NAEYC. Responding to Linguistic and Cultural Diversity. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

 

(2010, ). Department of Communities, Child Safety and Disability Services (Queensland Government) - Department of Communities, Child Safety and Disability Services (Queensland Government). Practice paper: Working with people from culturally and linguistically diverse backgrounds . Retrieved from http://www.communities.qld.gov.au/resources/childsafety/practice-manual/prac-paper-working-cald.pdf



Exploring Roles in the ECE Community: Local and State Levels

 

Organizations, or Communities of Practice or support of the Culturally and linguistic family

 

 





Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education

https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF

 

Supporting Culturally and Linguistically Diverse Families in Early Care Policies and Practice

http://www.clasp.org/resources-and-publications/publication-1/0512.pdf

 Diversity Toolkit - Mississippi Arts Commission

www.arts.ms.gov/documents/DiversityToolkitFinal.pdf

 Mississippi State Department of Health- Cultural and Linguistic Services

http://msdh.ms.gov/msdhsite/_static/44,0,236,676.html

Supporting Linguistically and Culturally Diverse Learners in English Education

http://www.ncte.org/cee/positions/diverselearnersinee

 

Unfortunately, most of the links to these programs are not actual organizations or communities of practice, but happen to offer great sources. as the NAEYC offers special services and information regarding culturally and linguistically diverse families, such as dealing with the issue at hand. The Mississippi State Department of Health happened to be one of my favorites, in which they offer services to culturally diverse families all through the state of Mississippi and each county divided into nine districts. For employment purposes, I read how there are employees who work as language translators for the non-English speakers. If I were to be fluent in speaking another language, I would definitely be interested in a position such as this.

 

The other links that I located were mostly resources that serve as guides on developing skills for the diverse families and the benefits that may possibly follow. This is the beginning of a long journey for me. I do not feel that I located the best resources for my project, however, I am still searching.



Time Well Spent

         This course has been very interesting and educational for me. I learned things that were simple but hardly recognized and taken for granted, when it was practically right at my fingertips the entire time. Throughout this course and program as a whole, I can recall some of the heartfelt lessons that I would not mind sharing at all. Understanding that working with diverse children and families means not only that we just teach children of different races and cultures for 6 or eight hours a day, but to respect them, love them and accept them for exactly who they are, not matter their identity, sex, age, religion, physical ability or appearance and any other make up about them that makes them difference. I believe that I have adopted the idea of “teaching to strength” mostly because I felt that this was a reversal technique that seems to reap many benefits for the better. As early childhood educators, why not learn to remember and speak on more of the accomplishments of the child than failures? “Unfortunately many of our assessment tools work that way, we try to figure out what children don't know so that we can make sure that we can catch up, and we can teach them what they don't know.” (Laureate Education 2011). Secondly, I enjoyed learning how to and the importance of communicating. I have realized how important it is to sometimes sit back and actively listen to children, which can even help you answers question you have in mind without even having to actually ask. Lastly, I felt very intrigued about learning of children with varied disabilities, the discomforts they may possess, along with misconceptions, as well as for other children they come in contact with. From the different scenarios I have read, I have learned how to handle negative situations in these cases to make a positive turnout for both parties.

         I do not think that I can say it any clearer than this, but by describing those three aspects of my learning experience for this program. I hope to be able to someday each and every aspect of those listed above and have the strength, courage and knowledge to influence someone else to do the same as I did, and the same for someone else as well.

 

         I would like to thank Dr. Pickens for being such a great instructor. Thank you for such insightful messages and compliments throughout my discussions, applications and blogs. I enjoyed your class and I will miss it. To my colleagues, you all REALLY ROCK!! I am grateful to have had the opportunity to work with each and every one of you. I appreciate your comments and inputs that helped me to broaden my thinking when it came to certain topics. I will miss you all very much!! I hope all is well and I wish you all the best of luck in your future :}

 

 

References

 

Laureate Education, Inc. (2011). Strategies for working with diverse children: Your commitment to anti-bias work. Baltimore, MD: Author

Impacts on Early Emotional Development

Impacts on Early Emotional Development

UNICEF in Latin America and the Caribbean

Throughout my life, I have occasionally observed the unfairness and treatments that we have become victims of here in the U.S, only to realize that we are one of the most privileged countries in America, unlike many others. Being young and uneducated on the harsh realities of children and families in other countries of the world, I have gained a new perspective. I am sure many of us have never been outside the U.S. to actually witness how difficult it is to survive in some countries. Gladly, I was allowed the opportunity to choose a country to elaborate on the misfortunes and challenges that would affect the emotional development of children living in Latin America and the Caribbean.

Threats to Child Survival and Development

HIV/AIDS and Children

      According to the UNICEF (United Nations International Children's Emergency Fund). “It is estimated that 68,000 children (less than 15 years) and 740,000 adolescents (15-24 years) are living with HIV. “, which 90% of this infection was passed from the mother (2011). The UNICEF has and is working and providing many services assist in eliminating the epidemic of the spread of HIV/AIDS as well as the awareness and affects of the lives of children.
•strengthening PMTCT services
•providing pediatric treatment
•preventing infection
•supporting children affected by AIDS
•strengthening the participation of adolescents in prevention and intervention activities
•evaluating existing services to determine disparities in access to information and services

(UNICEF, 2011)

Emergencies

         Emergencies, as of Natural disasters can leave a negative impact on the lives of young children. “In a region already prone to natural disasters, the impact of climate change is an additional threat, further endangering the lives of children and families, inflicting an insidious toll.” (UNICEF, 2011). When a young child experiences incidents such as these, it can be quite traumatizing for them. Not being able to fully understand the reason why things of this sort happens to them can leave them in a state of depression, not to mention the possibility of living in poverty, or losing a family member from death or separation.

It always breaks my heart to hear or see that children are facing trials that are usually beyond their control. Thanks for the UNICEF, they have made a way support the children and families as well.

Learning of situations such as these, should make us all become even more thankful than what we are for having what we have, because some have less than us. I pray for these children and families.

 References

UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/

 

 

The Sexualization of Early Childhood

The Sexualization of Early Childhood

 

 

When it comes to inputting on the topic of the sexualization of early childhood, in all honesty, I must admit that I am not shocked at all about the comments and sayings of young children and their exposure to sexuality that society has placed upon them, The most saddening part about this issue is that many of the people and companies that portray images for the sake of children are solely that are responsible for their actions. Sadly, children face so many manipulative perpetrators, who use different hosts in disguise to send subliminal messages of sex, in which they fall victim of becoming familiar with their sexuality at such young ages. "Children growing up today are bombarded from a very early age with graphic messages about sex and sexiness in the media and popular culture." (Levin & Kilbourne, 2009).

 

From a personal perspective, I can recall witnessing how young girls are dressed up by their parents, fashion designers and makeup artists just to be on live television to compete with other young girls. the lengths that these parents go and use their children for entertainment purposes is a sad case overall. the picture above in this post depicts the many enhancements that a child goes through to resemble a "beautiful woman" As you can see, this child looks no more than about nine years old. Television shows nowadays show more physical attraction than ever, even for children. kissing scenes in cartoons are just absurd and possibly give children to impression that it is ok to kiss someone you like. dating scenes with middle school children, give children the idea that they should have a boyfriend/girlfriend. Life is moving too fast with all of the sexual perceptions and children are tying their best to follow the trend.

 

The impacts on children and the sexualization in early childhood can be lead to very negative impacts, such as accessibility to pedophiles and rape, young girls becoming pregnant too early, and many other factors. when children grow up too fast, they many see the need to run away from home, drop out of school, or possibly become addicted to drugs.

 

It is very necessary to monitor our children and see that they are disengaged to such sexualization as much as possible. with the high ratings of sexuality among us now, we may see it as impossible to conquer such a task, but speaking with them and guiding them in the right path can be a first step to eliminating such an issue.

 

References

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf
 

 

 

 



Evaluating Impacts on Professional Practice

Evaluating Impacts on Professional Practice

 

Being one that has experienced many issues regarding the biases of others that failed to respect and consider the personal identity of myself, I recall suffering consequences that were beyond my control. Therefore, with being an early childhood educator and working with a multi-cultural group with diverse, personal and family cultures and identities, I can imagine the forms of biases and inequalities that these children and families.

Just to pinpoint the hardships of transnational families. I feel that they can relate to feelings that may tragically effect their well-being and social identities. “Transnational families face many of the same challenges as immigrant families— adapting to a new culture, learning a new language, locating suitable and affordable housing, seeking jobs, and adjusting to the educational and larger societal systems. (Enu Kyeong, C. Chen, D. W. & Sunghee, S. 2010).

With prejudice comes neglect and with neglect leads to inequity. When families are bypassed by receiving services due to their class, family income or language, etc., this can cause an effect in their well-being. I have witnessed families that lived in poverty-stricken environments to be left behind in the chances of seeking an education. Situations such as these can make a huge impact on the outcome of a family’s future. Religion-ism is one that I highly expect families to expect. As most of us know that Christianity is known as a dominant religion, in which America caters to, there are families of different religions and cultures which can cause a wide range of biases towards one family to the other, no respect for the values and beliefs of each other and no consideration either. “In everything they do, families communicate their cultures values, beliefs, rules, and expectations to their children” (Derman-Sparks & Olsen, 2010).

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Eun Kyeong, C., Chen, D. W., & Sunghee, S. (2010). Supporting transnational families. YC: Young Children, 65(4), 30-37. Retrieved from the Walden Library using the Education Research Complete database: http://ezp.waldenulibrary.org/login?

Observing Communication

 

Observing Communication

I chose to visit my son's head start classroom during lunch time. his teachers, Mrs. Jackson and Ms. Dorsey were taking the children to the sink to wash their hands before they ate. Once all the children were seated at the table and received their plates, the children began eating. One child, by the name of Lila, began to pick at her plate and wasn't eating her food. Ms. Dorsey watched Lila as she picked up her string bean off of her plate and stared at it, while whirling it around in the air. after a minute, Ms. Dorsey said to the children. "Do you all like your string beans?, I think they are delicious." This statement that was meant for Lila, but directed towards all the children instead. Ms. Dorsey then states, "How about you Lila? Do you Like your string beans?" Lila sat quietly and began to taste the string bean, after while, she began to eat the string beans as well. Lila later states "I ate my beans Ms. Dorsey, they're good!!, I'm gonna eat my chicken and bread too!" Ms. Dorsey replies to Lila, "That's good that you ate all you're food and your vegetables, you're going to be very strong and healthy!!

 

In this account, I noticed that by the actions that Ms. Dorsey expressed by asking the children caused by speaking on how good the string beans were, which encouraged her to try them, which also led her to try and eat all of her food. Ms. Dorsey's actions were more of general statements instead of command, which led to the expectations of Lila eating her food to be met.

 

I believe that the communication interaction between Lila and Ms. Dorsey was very uplifting for Lila. from the language and communication flow of Ms. Dorsey towards Lila not only influenced her to eat her vegetables, but to eat all of her food as well, Which is why language is such a strong guiding principle for communicating with children. "As teachers we need to question our language in terms of the context it provides for children's thinking." (Rainer Dangei, J & Durden, 2010).

 

References

 

Rainer Dangei, J., & Durden, T. R. (2010). The nature of teacher talk during small group activities. YC: Young Children, 65(1), 74-81. Retrieved from the Walden Library using the Education Research Complete database. http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47964033&site=ehost-live&scope=site