Time Well Spent

“Creative people are curious, flexible, persistent, and independent with a tremendous spirit of adventure and a love of play.”

--Henri Matisse

When I first began the program, I was uncertain as to where I would end up when all was said and done.  I remember choosing diversity studies because I was suddenly working in a community that was diverse on all fronts, race, culture, language, socio-economic status and gender.  I was excited to be serving my new community, but I also knew in the back of my mind I was a novice when it came to knowing about other people.  What I thought I knew really turned out to be very little with regard to differences.  I really was an outsider and although I too grew up in a culturally diverse family and environment, I was sheltered from other cultures and people.   Different than most of my peers, what I did understand however was the importance of my family in my life and the influence they played in shaping me and to some degree shaping some of my ideas.  The course work has taught me the following –

-Children need to be honored and valued for more than their academic strengths, they need to be valued as individuals with a background, a culture and a way of life.  “All children have a home culture” and when “…programs foster comfort and respect with regard to differences, they create a foundation for children’s ability to thrive in our culturally complex world” (Derman-Sparks,  & Olsen Edwards, 2010, pg.66). 

“Without culture, and the relative freedom it implies, society, even when perfect, is but a jungle. This is why any authentic creation is a gift to the future.” 

--Albert Camus

-Children are not born with bias and prejudice.  They learn bias and prejudice from their family and educators need to understand and be more open minded when children are asking questions that may seem inappropriate. Adults must not place adult thoughts and values to what children are saying rather view their comments as a “…desire to make sense of the world” (Derman-Sparks, et al., 2010, pg. 33).  

“Let us all hope that the dark clouds of racial prejudice will soon pass away and the deep fog of misunderstanding will be lifted from our fear drenched communities and in some not too distant tomorrow the radiant stars of love and brotherhood will shine over our great nation with all their scintillating beauty. “

-- Marin Luther King, JR.

We are all capable of being leaders, however in order to be good leaders who truly lead, coach and model appropriate practice, we must be willing to collaborate with others who have both similar and differing opinions.  In addition, as leaders we must clearly state the goals and vision we have for particular projects and undertakings. 

“To lead people, walk beside them … As for the best leaders, the people do not notice their existence. The next best, the people honor and praise. The next, the people fear; and the next, the people hate … When the best leader’s work is done the people say, ‘we did it ourselves!”
--Lao-Tsu

A long-term goal that I have for myself is to work with impoverished mothers and children, volunteering my time to help make their life more manageable and livable.  I would like to provide them resources for empowerment, work counseling, parental counseling, and relationship counseling.  Another long-term goal I have for myself is to continue my education by pursuing a doctorate program in human development.  Learning has always been important to me and I feel there are still things I want to learn.  “Knowledge is power…knowledge gives you tools to act powerfully” (Derman-Sparks, & Olsen Edwards, 2010). 

It has been quite a journey!  I find it hard to believe so many of us started this program about 2 years ago and we have finally arrived at our destination.  Thank you to all of you for making the road so easy to travel on, and not once did I feel lost or alone in this journey of self-discovery—all of you were right beside.  I wish all of you the very best in all that comes your way.  Thank you for contributing to who I am; I will carry with me all that I have learned from all of you.  

A very special thank you to Dr. Davis—you have been extremely supportive of me during these last 8 weeks and I thank you for being so understanding as I enter a new phase of my life—launching my youngest child into the world of higher education!  Just as you have taught us what we give young children is important and acts a as a base for all future experiences, I too must believe I have given my own son that same strong base as he begins his college career. 

“In every real man a child is hidden that wants to play.”

--Friedrich Nietzsche

“Do not…keep children to their studies by compulsion but by play.”

Plato

References

Derman-Sparks, L., Olsen Edwards, J. (2010).  Anit-Bias Education for Young Children and Ourselves.  NAEYC, Washington, D.C.

International Communities of Practice

The more I expand my information base with regard to organizations designed to promote healthy and successful outcomes for children, families and educators, the more I find that I am connected to these organizations by my desire to learn and facilitate change.  I am also amazed at the work so many people do to ensure all children around the world are well cared for and are getting all the privileges and rights they deserve.  For me the key elements to my work are children and their families as well as the teachers who work with those families.  Without proper information and resources, we cannot do justice by the people we serve so I therefore am seeking to find ways to help teachers learn more so as to give back in way that serves the many rather than the select few.  The organizations I looked into serve children, families and educators, and I wouldn’t mind working for or being involved in any one of these organizations. 

Save the children, http://www.savethechildren.org

Save the Children is an organization designed to empower poor, marginalized and vulnerable children and families.  The organization works to provide food, medical care, and education to assist with the rebuilding of communities through long-term recovery programs.  The organization not only trains teachers to utilize more effective teaching practices, but the organization coaches parents to engage their children in the learning process so as to be ready to go to attend school.  In addition to parent and teacher training, Save the Children introduces children to the arts as a means of expression and healing after trauma.

There was a job posting for the Washington, D.C. area, Coordinator, Early Steps to School Success and I am actually over qualified for the position.  The coordinator would assist pregnant women and their children with early childhood education services. The job requires an AA degree in Early Childhood with 2 to 3 years related experience; experience leading parent groups, experience reporting and maintaining accurate documentation on program activities, and experience working with early childhood programs in the community.  The only experience I lack is the required experience working with pregnant women.

FHI 360, http://www.fhi360.org/en/what_we_do/index.htm

I checked into FHI360, which is a human development organization that focuses on finding local solutions for individuals and communities; the goal is to improve lives in a long term, lasting manner.  Their approach is all encompassing and covers areas such as health, education, nutrition, environment, gender equality, economic development and peace building.  FHI 360 conducts research, strategic planning, clinical trials and training to cover various perspectives with regard to human development needs.  Information and knowledge sharing is key to their success. 

A position of interest is Project Manager I (Region XI Early Childhood Specialist).  The project manager provides technical assistance and training to Head Start programs with regard to school readiness and training.  I do meet some of the job requirements; a BA or BS in Early Childhood Education, Master’s degree preferred, 5 years experience in programs that serve young children, knowledge of child development, experience working with education managers and teachers.  I lack the skills in working with American Indian Alaska Native and I lack experience in T/T A.

International Step-by-Step Association, http://www.issa.nl/index.html

International Step by Step Association connects organizations and education professionals working in early childhood development.  Their goal is to provide equal access to education and childcare for all children.  They offer educational services, advocacy tools to promote policy reform for families and children.  International Step by Step Association promotes family and community involvement in children’s lives as well as promotes developmental growth for the individual child through discovery and exploration.  Children are viewed as capable beings. In addition, the organization provides resources and training for teachers in a wide variety of interest areas such as diversity, parent empowerment, bilingual education, social justice and child centered programming.  This organization embodies the type of work I want to be in. 

I could not find any job postings, but the organization is open to membership.  As a member one has access to professional development, networking opportunities, publications, grants for various projects, as well as invitations to annual conferences. 

This type of resource activity can open many doors, and although I lacked a few of the requirements for the job postings, I feel if I had the opp9ortuntiy for an interview, I could perhaps market myself in such a way that indicates I am capable of learning and growing.  

Community of Practice - State & National levels

Parents every day trust educators with their most precious commodities, their children and as educators it is our responsibility to be adequately prepared to work and educate the children and families that come through our doors.  The face of early childhood education has changed and teachers have also had to change and evolve to continue doing the important work of education, what has not changed however is compensation.  I believe teachers need to have an increase in their wages, but even more importantly, I feel early childhood education teachers need to pursue higher education.  Sadly there isn’t a national standard in terms of education when it comes to early childhood educators.  From state to state and from program to program there is great discrepancy.  For this reason, I have chosen some of the following organizations as I feel they provide a voice for teachers.

Center for the Child Care Workforce (http://www.ccw.org)

I was attracted to this organization because of the focus on educators as the facilitators who prepare children as “the next generation of citizens” (Centers for the Child Care Workforce).  The organization’s focus is to create and promote policy for better wages for teaching professionals, and higher education and professional development.  In am extremely passionate about this.  For the last few years I have been working within my organization advocating for higher education and increased wages.  Many of our teachers earn sub-par wages often times wages that are below the poverty line—these professionals are entrusted with the education of our children yet they too struggle to survive.  I am happy to say that all my teaching teams have made the commitment to higher college education. 

There were no job postings but many avenues to exercise a voice on important issues that effect child care professionals and create opportunities for building relationships and networks with peers in the field.    One needs passion and commitment to fit the bill for advocating for teachers and children. 

National Education Association (http://www.nea.org/) has its focus on public education for students and that through that public education students can attain tremendous opportunities in their life as well as contribute to positive change in society.  The NEA also believes in partnerships between families and the education system, which then lead to successful student outcomes.   As a director of a pre-school program, I understand the importance of family partnerships.  It is important to build those relationships. 

One position that I found interesting is, Associate Director of Human and Civil rights.  According to the job description the position advocates for social justice, equity, and equal access for public school employees and students in order to achieve the goal of a great public school for every student.  The individual would be a member of NEA’s Center for Advocacy management team, participates in the development and administration of the Association’s strategic plan/initiatives/core services and budget; provide leadership in developing the social and economic justice agenda for the NEA (National Education Association).

With this job and some of the others listed, the NEA requires not only higher education; masters, but the job requires one to have at least 7 years experience in human and civil rights experience at the state level, as well as public policy advocacy work.  I was attracted to this position because the job would allow me to work towards develop9ng leadership roles for women.  Although I am not qualified in the sense of policy work, I do feel I have a better understanding of what route to take to gain experience in public policy and that would be working perhaps within the public school system in my area representing other teachers and administrators. 

The final agency I chose to examine is the Urban Institute (http://www.urbaninstitute.org).    The institute is an independent, non-partisan research organization that has influenced numerous policy decisions.  The institute has an Education Policy Center that focuses on education reform and federal funding.  The Education Policy Center also focuses on children’s well being, neighborhood revitalization programs, affordable housing, crime and readiness to work. 

One job opening of interest to me was the Center Director in Education position.  The director would address and evaluate evidence-based strategies for effective teaching and learning, the persistence of achievement gaps and strategies for narrowing them, measurement of school performance and quality.  Through the position, the Center Director will research and explore policy challenges as it relates to school finance equity, barriers to school readiness and, residential, segregation and poverty concentration, housing affordability and instability. 

Although I am not qualified for either of the above position, it is good to know what is available as I feel through this kind of research one can begin to think about the future and think about what it is exactly one can do or how one can contribute.  The process is also a bit intimidating because I question whether I will ever have enough experience or where I will be able to apply the experience and education I currently have.  

Local & State Communities of Practice

One organization that would serve as a positive community of practice is PEP, a Parent Encouragement Program.  Its focus is to build positive, healthy relationships between adults, parents, teachers, and children through training, discussion and support.  The organization is a non-profit and offers a variety of services, classes, and one on one consultation for parents and lectures.  PEP services are geared towards adults raising and working with children ages 1 ½ year olds to 12 year olds.  The appeal to this organization is that it examines individuals from a holistic point of view stating that human beings need to viewed as whole beings and that they are ever changing and developing.  At the core is viewing others and their behaviors from their point of view, taking a perspective different from our own.  To understand our ever changing diverse communities and families, we have to step back from ourselves in order to gain greater understanding of what needs to be met and what methods must be put into place to meet the needs of everyone involved.  This organization is also a wonderful resource for parents and families of all structures to further develop their parenting and interacting skills.  At this time there are no employment opportunities. 

I live in Montgomery County Maryland, one of the richest counties in the country, however people are still going hungry, especially young children.  Within my own preschool community, I work with teachers and families who are on various ends of the economic spectrum, however many of my teachers and families are living below the poverty line.  “There are thousands of people in Montgomery County relying on emergency food programs to put food on the table for their families” (Manna Food Center). Another organization I have chosen is the Manna Food Center whose mission is to eradicate hunger in the Montgomery County area.  It serves area food banks as well as elementary school children in the area through its weekend Smart Sacks Initiative, providing children with backpacks full of nutritious foods every Friday so that they have food to eat over the weekend.  The organization is not just about providing food for the poverty stricken members of the community, including soup kitchens, group homes, shelters and food pantries, but to provide education regarding hunger and poverty as well as to be an advocacy voice in the community.  Working with young children, it is important to understand the ill effects hunger can have a child’s development.  The impact is great, effecting social/emotional, cognitive and physical development causing poor learning academic outcomes (Manna Food Center). Although Manna Food Center is not hiring, there is a long list of volunteer opportunities that range from sorting food and packing boxes with food to Manna Ambassadors who go out into the community to raise awareness about poverty and hunger in the area.  The skill set is based on one’s desire to participate. 

One last organization that would serve as useful, educational community of practice is Parents, Families and Friends of Lesbians and Gays (PFLAG), a non-profit organization located in Washington, DC.   The organization promotes the positive well being of gay, lesbian, bisexual and transgender persons while also providing “support, to cope with an adverse society; education, to enlighten an ill-informed public; and advocacy, to end discrimination and to secure equal civil rights” (Parents, Families and Friends of Lesbians and Gays).  Through the website one can find appropriate terms, answers to questions and facts, family stories and experiences as well as information for parents of gay and lesbian children.  An area of interest to me was on creating safe schools for our children; “9 out of 10 LGBT students experience some form of mistreatment in school” (PFLAG).  Some of the professional opportunities include Corporate Foundation Coordinator, Planned Giving Officer and Chapter Services Coordinator.  The jobs require a financial piece with a focus on giving funds that I do not have nor have in interest in.  In addition, I would need to expand my resource base of organizations in order to be effective in these positions.

These organizations, although varied are useful resources in my work.  It is important to know where and how to direct families and educators to find support, help and information. All families, regardless of culture or family structure need to know how to cope and work within a society that is different and at times intentionally and unintentionally cruel.  The organizations are also useful tools for me to grow not only in my knowledge but to grow in terms of future resources in my work.  I too can be a voice at the opposite end of the table representing young children, teachers and families. 

Resources

Parent Encouragement Program (PEP). http://www.pepparent.org/

Parents, Families and Friends of Lesbians and Gays (PFLAG).  http://community.pflag.org/

Manna Food Center. http://www.mannafood.org/

Reflection on Learning

“The mother-child relationship is paradoxical and in a sense, tragic.  It requires the most intense love on the mother’s side, yet this very love must help the child grow away from the mother, and to become fully independent”

--Erich Fromm

Recently I enrolled a new family into my program.  This was the first experience in an early child education program for the family.   The process of beginning a new program, the tour, the play date for the little girl, the enrollment and the first day were so very difficult for the family.  Although the little girl had done a play date and enjoyed herself while in the classroom, the dynamics of that experience were different from the first day of school; mommy and daddy were not staying, they were going to work.  The little girl cried her heart out.

This was the first time the parents were leaving their little two year old in the care of strangers.  The mother and I spent a great deal of time together, more so than with any other parent.  Something about her body language, the look in her eyes told me we needed to talk things through.  As I tried to reassure her, I realized she needed more than reassurance, she needed someone to connect with, a friend with whom she could be nervous, scared, and anxious with.  She needed to know she was doing the right thing for her daughter.  We talked and I was honest with her saying, only she could tell if the program was right for her child and her family and that maybe the program was not the right fit—time would tell her that answer.  Tears continued to well up in her eyes, and I simply acknowledged her feelings and asked her about her family, her background I told her I was a parent too and that everything she was feeling was normal—her child’s behavior was also very normal.  Our talk continued for some time and I really got the opportunity to get to know things about her and her cultural background.  I truly felt a connection to her.  I believe she felt the connection as I noticed her body language ease and some of her nervous energy evaporated.  After she left, I told her she could call in periodically and check on her child. 

As I continue to grow as an early childhood educator, I hope to have relationships like what I just described.  I hope to connect with parents and children in a way that allows for comfort in sharing information as well as comfort in simply being who you are.  “Ensuring…every family feels welcome and comfortable creates a crucial foundation for mutually respectful relationships” (Derman-Sparks, & Olsen Edwards, 2010, pg. 37).  I think this will allow me to keep my eye and my heart on creating and maintaining anti-bias communities. 

What I am describing is nothing new, nor is it an experience that other early childhood education professionals as well as families haven’t experienced.  I do believe educators and administrators have had encounters with culturally, racially, and linguistically, gender diverse families.  What is important is taking time with each family and looking beyond an enrollment number, building trust with a family.  Reciprocal trust shows to a family that “…you care about and believe in their child” (Derman-Sparks, et al., 2010, pg. 37).  Trust leads to greater conversations, to greater parent interest in the education program and greater interest in their child’s academic development. 

Thank you to my classmates.  Your input has been most helpful and has allowed me to see myself in different ways, expanding my ideas and my mind.  I wish all of you the very best in your early childhood education journey. 

Resources

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Global Awareness

Being of Greek decent I have always had an interest in Eastern European Countries.  As I consider the United States my home, I also include Greece as part of my home as well.  Over the last 10 years or so people from Albania, Romania, Yugoslavia and Armenia have been migrating to Greece because of poor economic conditions in their own countries’.  Life was more prosperous in Greece with adequate housing and employment, however with current economic turmoil facing Greece, more and more people will be negatively impacted and poverty will once again be on the rise.  Montenegro on the other hand is obscure to me; my only knowledge of the country is what I have seen through the travel channel.  It is a beautiful country south of the Adriatic with lots of beautiful beaches, lakes and mountains.  It sounded perfect and I wondered if in this gem of country were people also suffering from poverty?  Were children receiving adequate health care and education services?   My research was a very different type of tour. 

Sadly the people of Montenegro live in a state of misconceptions with regard to children with disabilities.  Parents lack information with regard to disabilities and are embarrassed and ashamed of their children.  Families often times hide their children with disabilities in their homes, refusing anyone access to them. These children are in essence invisible and have no contact with peers or society.  Parents would rather ignore the situation than face it head on.  Families who want their children educated in mainstream programs say the education system needs to provide teaching assistants for children with disabilities; sadly it is not a regular practice.  Other families institutionalize their children with disabilities rather than caring for them.  Montenegro has one of the highest figures of institutionalized children in the World Health Organization region of Europe and Central Asia (UNICEF). 

The risks for these children are high; they face delays in physical and psychological development.  “Attachment is an important marker for social and emotional development” (National Center for Children in Poverty).  Parents and caregivers play “an important role in supporting children’s healthy development” (NCCP).  Unfortunately these children are not provided the opportunity for healthy caregiver attachment.  If children with disabilities are in school, again proper care, instruction and resources are extremely important to a child’s development, any deficit in any of these impact children negatively and can “impair early school success” (NCCP).  As children get older they are more likely to develop behavioral problems, antisocial behaviors and delinquency (NCCP). 

We see only a glimpse into a country; we may see pictures of the landscape and its people and we are satisfied with the beautiful images.  Why examine the picture for imperfections?  We convince ourselves that beautiful images mean a beautiful existence for not only those who travel to these far away places but for the citizens of the country.  We also convince ourselves that these modern countries have modern notions with regard to education and children with disabilities; they must be on par with our beliefs and laws that protect children with disabilities.  I am going to look beyond the brochures and pictures, examining the lives of the people and the lives of the children.  I want to be aware of the ills effecting other people so as to have a better understanding of their existence as well as have a better understanding of what diverse populations may have encountered and lived through in their home countries.  As an educator, I feel this is a wonderful Social Studies lesson to be introduced and discussed in education settings, children learning about other children in the world who are similar to them.  We are all part of a global community and that global community shares commonalities such as disabilities with us.  Disability is not something to be feared or hidden; it is a topic to be discussed out in the open.  People and children need to “learn to interact knowledgeable, comfortably and fairly with each other, whatever their abilities” (Derman-Sparks, & Olsen Edwards, 2010, pg. 126)

Resources

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC)

UNICEF. http://www.unicef.org/montenegro/

Trustees of Columbia University, (2010).  The National Center for Children in Poverty (NCCP). Retrieved from: http://www.nccp.org/publications/pub_882.html