Farewell

I have come to the completion of my master’s in early childhood. I am proud of myself and really didn’t think I would ever start or finish at my age.

I have identified my true passion, which I have known was teaching since the fifth grade. God laid on my heart a love for children long ago. This is a legacy I have carried on from my grandmother, father and mother. They have always served in children’s ministries in church and loved and served children.

I have learned that my passion is really the driving force behind what I do, and I love what I do. I discovered and identified my personal microaggressions, which I had never heard of before. I also realized that I feel very deeply about the loss of recess in our early educational system.

One long term goal I have is to pursue my doctorate and ultimately teach up and coming teachers.

I would like to thank my professors for their intelligence, insight and professionalism. They have helped me learn so much.

I also want to thank the many colleagues that I have been learning with. They have made a great contribution to my education, as well. Good luck in all your future endeavors!

For my master’s this week, I was to research three world organizations and find available employment positions of interest, or not, to me. I looked at The Academy for Educational Development, Save the Children an UNICEF.

The Academy for Educational Development FHI 360 is a global development organization with a rigorous, evidence-based approach. Their professional staff includes experts in health, nutrition, education, economic development, civil society, environment and research. They operate from 60 offices with 4,400 staff in the U.S. and around the world. They have worked with 1,400 partners in 125 countries, forging strong relationships with governments, diverse organizations, the private sector and communities. Their commitment to partnerships at every level and our multidisciplinary approach enables them to have a lasting impact on the individuals, communities and countries we serve–improving lives for millions (The Academy for Educational Development, 2011). When I searched for any jobs in the United States in the area of education, my search turned up no jobs available.

Save the Children is the world's leading independent organization for children. Their vision is a world in which every child attains the right to survival, protection, development and participation. Their mission is to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives. They have work in many parts of the world, including the United States. According to their data “nearly one in four American children lives in poverty-that’s 16 million kids who understand all too well what it means to go without. What does ‘go without’ mean in America? For the children we serve in rural America, going without can mean no access to things many take for granted. Simple things like books, healthy foods, and places to play and exercise. And not so simple things, like knowing there will be food on the table at all, a safe place to sleep at night, or just the comfort and hope that comes from being able to see a future outside of poverty” (Save the Children, 2011).

Current employment positions available through this organization are emergency responders. These people deliver rapid, high-impact programming in emergency response to achieve inspiring and dramatic change for children. Standard deployments include individuals with functional expertise in Operations, Logistics, Media, Proposal & Grants, Human Resources, Finance, Communications, Security, Technical Programmes, Education and Monitoring and Evaluation.

UNICEF is the driving force that helps build a world where the rights of every child are realized. They have the global authority to influence decision-makers, and the variety of partners at grassroots level to turn the most innovative ideas into reality. That makes them unique among world organizations, and unique among those working with the young (UNICEF, n.d.).

Junior Professional Officers are currently needed with UNICEF. The Junior Professional Officer programme (JPO) comprises a special category of staff members who are young professional men and women, interested in acquiring experience in the development field. These staff members are sponsored by their respective Governments to acquire experience in international development cooperation activities under the close direction of senior UNICEF officials, while contributing to the implementation of UNICEF’s country programmes. I would not qualify for these positions because of my age.

The New and Emerging Talent Initiative (NETI) is an entry point for dynamic professionals 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. I would not be interested in this position because it would require moving and living in a foreign country. This is not an option for me at this time.

As a result of these searches, I was unable to find any jobs that would appeal to me at this time. 

References:

Academy for Educational Development. (2011). Retrieved from http://www.aed.org/

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

United Nations Children’s Fund (UNICEF). (n.d.). Retrieved from http://www.unicef.org/

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

The National Association for the Education of Young Children is an organization that appeals to me because their “mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources” (NAEYC, n.d.). Current jobs available are Conference Program Coordinator and Editors which do not appeal to me. I did not find any jobs related to early childhood here.

The Alliance for Children and Families is a national organization dedicated to blending “intellectual capital with superior membership services in order to strengthen the capacity of North America’s nonprofit child and family serving organizations to serve and to advocate for children, families and communities…” (Alliance for Children and Families, 2010). This organization has several jobs available including: accounting administration, senior level management, human resources, information technology, management and supervision, and resource development. Resource development is of particular interest to me, as well as management and supervision.

I was particularly interested in the National Center for Children in Poverty but there are currently no positions available. I would be very interested in working for a group of this kind to help end childhood poverty nationally and globally.

The National Head Start Association is another organization that I am interested in. Their vision is “to be the untiring voice that will not be quiet until every vulnerable child is served with the Head Start model of support for the whole child, the family and the community” and “to work diligently for policy and institutional changes that ensure all vulnerable children and families have what they need to succeed” (NHSA, 2012). They have several openings at this time. Of particular interest to me was a Child Development Manager of the Head Start in Phoenix, Arizona; Early Childhood Specialist, Oregon; and Resource Development Specialist in New York City, all of which I am qualified for.

References:

Alliance for Children and Families (2010). Retrieved from http://www.alliance1.org/mission

National Association for the Education of Young Children (NAEYC). (n.d.). Retrieved from http://www.naeyc.org/

National Center for Children in Poverty (NCCP). (2012). Retrieved from http://www.nccp.org/about/jobs.html

National Head Start Association (NHSA). (2012). Retrieved from http://www.nhsa.org/services/job_board

Exploring Roles in the ECE Community: Local and State Levels

Communities of Practice are defined as “people who share a concern or a passion for something they do and learn how to do it better through interacting with one another” (Helm, 2007).

The first community of practice that appeals to me is the City Rescue Mission. This is an organization that is dedicated to easing the plight of the homeless and hungry in our city. This volunteerism appeals to me because I am blessed with so much and see people hurting everyday as I pass them on my way to work. I work in an area that has the highest homeless population in our city. I care deeply about those individuals who are hurting the most, but really don’t do anything about it. They did not currently have any job opportunities, but I did apply to be a volunteer. Their mission is to “lead our community by serving the homeless and near homeless with help, hope and healing in the spirit of excellence, under the call of Christ” (City Rescue Mission, 2012). I have the skills and experience to help this organization by serving food to the homeless.

The second community of practice that appeals to me is Head Start in Oklahoma. This organization is administered locally by Community Action agencies, private nonprofit agencies and American Indian Tribes. At the federal level, the Head Start Bureau is part of the Administration for Children and Families (ACF), United States Department of Health and Human Services (DHHS). Ten regional regional offices administer the Head Start grants. Oklahoma is included in Region VI which is headquartered in Dallas. The American Indian programs are managed by branches of the ACF Head Start Bureau in Washington, DC.  Head Start is for children ages 3-5 and their mission is “to promote school readiness for children in low-income families by providing comprehensive educational, health, nutritional, and social services (Head Start, 2012). There were various job opportunities at the local level and I would be qualified to work in Head Start because of my degree in early childhood education. This organization currently has various positions available throughout the United States.

The third community of practice that appeals to me is the i-to-i volunteering organization. This organization is dedicated to helping people volunteer to work with children in other countries. They coordinate volunteer efforts in China, Kenya, South Africa, Sri Lanka, Costa Rica, Vietnam, India and Tanzania, as well as other countries around the world. Their goal is to help people “build and renovate, work with children, care for wildlife, help develop communities or teach English” (i to i, 2012). This organization did not list any positions currently available. I am qualified to volunteer with this organization, especially in the area of teaching children since I am a first grade teacher.

References:

City Rescue Mission. (2012). Retrieved from http://cityrescue.org/

Helm, J. (2007). Building communities of practice. YC: Young Children, 62(4),

12-16. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=d41f39c3-8fe8-46c5-b717-50aaa2c920d3%40sessionmgr10&vid=2&hid=17

i to i.com. (2012). Retrieved from http://www.i-to-i.com/

Oklahoma’s Head Start Programs. (2012).  Retrieved from

http://www.benefits.gov/benefits/benefit-details/1934

Reflecting on Learning

My most passionate hope for my future as an early childhood professional is that I will effectively implement many of the ideas I have learned throughout this course with regard to anti-bias education. I want my classroom to reflect a respectful, all-inclusive environment. I also want my heart and mind to be totally sold out to the idea of anti-bias education. I am currently exploring opportunities for advancement in my education, as well as my choice of careers. Within the next five to ten years, I hope to pursue a doctorate, leave the classroom and work in an area that will impact many more teachers and children with anti-bias education work.

I wish to thank my colleagues and professor for the insights and support I have received throughout this course. It has been a tremendous learning experience and a joy to work with each of you. I wish you well in your future endeavors.

Impacts of Early Emotional Development

The area of the world I chose to investigate was Central and West Africa because I have always been fascinated with Africa. I would like to visit there and dreamed of working and teaching these when I was a teenager. I have been adopting children from African through World Vision for almost 30 years. According to UNICEF:

Human Rights: Children in West and Central Africa have their rights violated on a daily basis to an extent that is worse than anywhere else in the world. Children deprived of liberty in West Africa face severe ill treatment and grave human rights violations. This includes unnecessary confinement in unsafe and inhumane living conditions, a high risk of sexual and physical abuse, acute malnutrition, illness and psychological trauma. Children in the region are commonly detained without charges or for offences that should be handled by protection authorities, such as child prostitution, begging and witchcraft. Poor children and children from marginalized groups are also overrepresented in the system, making up the majority of detained children in many countries. Close to 5 million children in West & Central Africa are orphaned by AIDS and have to build their future and that of their brothers and sisters without the caring and protective environment of one or both of their parents. Among the 15 countries in the world with the worst under 5 mortality statistics, 10 are in West and Central Africa. Here, at any time 1 out of 4 children are underweight, giving the region the unwanted status of having the highest prevalence estimates for underweight in the world.

Poverty: Close to half of the population of the region lives below the poverty line and 2/3 of the countries in the region are classified as “weak” on the Human Development Index.

Malnutrition is widespread in the region. Children that do survive to their 5th birthday often do not end up going to school. Malnutrition contributes to 35% of all the child deaths in the region. Malnourished children fall sick more often. When they survive, they can suffer from irreversible mental and physical impairment. An estimated 11% of children under age 5 suffer from acute malnutrition (wasting). Acute malnutrition is the type of malnutrition which damages children’s health and is life-threatening. About 7.8 million children suffer from wasting in West and Central Africa. Chronic malnutrition is due to long lasting deficiencies of ‘micronutrients’ — substances like vitamin A and iodine that are needed, often in only tiny amounts, to ensure adequate bodily functions. Chronic malnutrition can turn into acute malnutrition when a child gets sick or when the dietary intakes are too poor.

Conflict and instability continue to affect several countries in the region. Others are emerging from years of civil war or are in a situation of chronic political instability that risks turning into open and sustained conflict. Civil wars are leading to forced population movements, the separation of children from their families, recruitment of children into armed groups and a dramatic increase of sexual violence, especially against women and girls.

Violence against children takes many different forms in the region, including domestic violence, early marriage and other forms of violence based on cultural beliefs and gender norms, violence in institutions, particularly in schools, and exploitation through child labor and domestic work. Sexual violence against children is widespread and particularly prevalent at home, in schools or at a child’s place of work. Rates of gender-based violence in conflict and post-conflict areas are alarming.

Weak child protection systems: Against a background where social and economic protection has traditionally been the responsibility of families and communities, formal child protection systems remain weak or non-existent for most children in the region. Government and non-governmental structures are characterized by weak capacities and resources, lack of coordination and inadequate monitoring mechanisms.

Child labor: 1/3 of boys and girls in West and Central Africa work, many in harmful and hazardous conditions. According to UNICEF, there has been little reduction in the overall percentage of children who work.

Child trafficking: Over the past decade, UNICEF has played an important role in strengthening prevention and responses to child trafficking in the region. Regional partnerships have been strengthened to develop systems and services for the prevention and response to the exploitation of children through improved sub-regional collaboration and coordination. Anti-trafficking efforts are now being integrated in more comprehensive child protection systems.

Migration and mobility of children: Migration in West and Central Africa has long historic roots and the migration of children has to be understood within a broader context of cultural, religious and ethnic relations, economic strategies and social mobility. Many of these children are often forced into child labor and sexual exploitation.

Education: 40% percent of girls and 30% of boys are not in school. High drop-out rates and low transition rates from the first to the fifth grade are other challenges the region faces. Low education levels are a source of vulnerability for children. They limit their economic opportunities and deprive them from access to information about sources of support and protection. Poverty and traditional beliefs keep 40% of all children out of school.

The implications for an early childhood education are staggering. The lifelong damage resulting from detention and abuse of children is well documented. Children deprived of their liberty are more likely to be illiterate, excluded and remain poor. Research also demonstrates that trauma associated with abusive prison conditions, corporal punishment, rape and persistent ill treatment have significant consequences on a child’s long term cognitive, social, emotional and physical development. Once labeled a “delinquent,” boys and girls are often stigmatized and shunned by their families and communities, leading to a life of rejection, shame and poverty.

Reading these kinds of statistics is always startling and heart-wrenching for me. Growing up and living in America can greatly skew one’s perspective of the global issues that face children today. Studying this region of the world gives me a greater understanding of not only how truly blessed I am, but what a responsibility I have to help alleviate the suffering of the world’s children. I have spent over 30 years adopting children from this region, but it’s just not enough. It is through my master’s degree work that I have discovered a deep desire to become more actively involved in bringing to bear the disparity and needs of the children of the world.

UNICEF. (2012). Retrieved http://www.unicef.org/wcaro/

.

Impacts on Early Emotional Development

The area of the world I chose to investigate was Central and West Africa because I have always been fascinated with Africa. I would like to visit there and dreamed of working and teaching these when I was a teenager. I have been adopting children from African through World Vision for almost 30 years. According to UNICEF:

Human Rights: Children in West and Central Africa have their rights violated on a daily basis to an extent that is worse than anywhere else in the world. Children deprived of liberty in West Africa face severe ill treatment and grave human rights violations. This includes unnecessary confinement in unsafe and inhumane living conditions, a high risk of sexual and physical abuse, acute malnutrition, illness and psychological trauma. Children in the region are commonly detained without charges or for offences that should be handled by protection authorities, such as child prostitution, begging and witchcraft. Poor children and children from marginalized groups are also overrepresented in the system, making up the majority of detained children in many countries. Close to 5 million children in West & Central Africa are orphaned by AIDS and have to build their future and that of their brothers and sisters without the caring and protective environment of one or both of their parents. Among the 15 countries in the world with the worst under 5 mortality statistics, 10 are in West and Central Africa. Here, at any time 1 out of 4 children are underweight, giving the region the unwanted status of having the highest prevalence estimates for underweight in the world.

Poverty: Close to half of the population of the region lives below the poverty line and 2/3 of the countries in the region are classified as “weak” on the Human Development Index.

Malnutrition is widespread in the region. Children that do survive to their 5th birthday often do not end up going to school. Malnutrition contributes to 35% of all the child deaths in the region. Malnourished children fall sick more often. When they survive, they can suffer from irreversible mental and physical impairment. An estimated 11% of children under age 5 suffer from acute malnutrition (wasting). Acute malnutrition is the type of malnutrition which damages children’s health and is life-threatening. About 7.8 million children suffer from wasting in West and Central Africa. Chronic malnutrition is due to long lasting deficiencies of ‘micronutrients’ — substances like vitamin A and iodine that are needed, often in only tiny amounts, to ensure adequate bodily functions. Chronic malnutrition can turn into acute malnutrition when a child gets sick or when the dietary intakes are too poor.

Conflict and instability continue to affect several countries in the region. Others are emerging from years of civil war or are in a situation of chronic political instability that risks turning into open and sustained conflict. Civil wars are leading to forced population movements, the separation of children from their families, recruitment of children into armed groups and a dramatic increase of sexual violence, especially against women and girls.
Violence against children takes many different forms in the region, including domestic violence, early marriage and other forms of violence based on cultural beliefs and gender norms, violence in institutions, particularly in schools, and exploitation through child labor and domestic work. Sexual violence against children is widespread and particularly prevalent at home, in schools or at a child’s place of work. Rates of gender-based violence in conflict and post-conflict areas are alarming.
Weak child protection systems: Against a background where social and economic protection has traditionally been the responsibility of families and communities, formal child protection systems remain weak or non-existent for most children in the region. Government and non-governmental structures are characterized by weak capacities and resources, lack of coordination and inadequate monitoring mechanisms.
Child labor: 1/3 of boys and girls in West and Central Africa work, many in harmful and hazardous conditions. According to UNICEF, there has been little reduction in the overall percentage of children who work.
Child trafficking: Over the past decade, UNICEF has played an important role in strengthening prevention and responses to child trafficking in the region. Regional partnerships have been strengthened to develop systems and services for the prevention and response to the exploitation of children through improved sub-regional collaboration and coordination. Anti-trafficking efforts are now being integrated in more comprehensive child protection systems.
Migration and mobility of children: Migration in West and Central Africa has long historic roots and the migration of children has to be understood within a broader context of cultural, religious and ethnic relations, economic strategies and social mobility. Many of these children are often forced into child labor and sexual exploitation.
Education: 40% percent of girls and 30% of boys are not in school. High drop-out rates and low transition rates from the first to the fifth grade are other challenges the region faces. Low education levels are a source of vulnerability for children. They limit their economic opportunities and deprive them from access to information about sources of support and protection. Poverty and traditional beliefs keep 40% of all children out of school.

The implications for an early childhood education are staggering. The lifelong damage resulting from detention and abuse of children is well documented. Children deprived of their liberty are more likely to be illiterate, excluded and remain poor. Research also demonstrates that trauma associated with abusive prison conditions, corporal punishment, rape and persistent ill treatment have significant consequences on a child’s long term cognitive, social, emotional and physical development. Once labeled a “delinquent,” boys and girls are often stigmatized and shunned by their families and communities, leading to a life of rejection, shame and poverty.

Reading these kinds of statistics is always startling and heart-wrenching for me. Growing up and living in America can greatly skew one’s perspective of the global issues that face children today. Studying this region of the world gives me a greater understanding of not only how truly blessed I am, but what a responsibility I have to help alleviate the suffering of the world’s children. I have spent over 30 years adopting children from this region, but it’s just not enough. It is through my master’s degree work that I have discovered a deep desire to become more actively involved in bringing to bear the disparity and needs of the children of the world.

UNICEF. (2012). Retrieved http://www.unicef.org/wcaro/

.