Learner-Centered Teaching!

I selected the BFE Early Literacy Lesson, class. Ms. Kathleen Edgar circle time was used for interaction and sharing content. The teacher was facilitating learning by not lecturing, she invites feedback and learning (Weimer,2013, p.59,60). The teacher is talking, but she is not telling all, she allows the children to talk about the previous night, the weekend, and next week being the end of school (p.74). And the teacher used a combination of leading the children, teacher-directed, and learner-centered. They are being directed to talk about their activities while learning time-sequence and content (Laureate Education,2015b). Ms. Kathleen Edgar is supporting learning, but she is also leading it (p.29). Furthermore, the teacher has contents, standards, and assessments that must be incorporated and determined how to integrate throughout her day (Laureate Education,2015b). Ms. Kathleen Edgars integrated the content using questions and conversation because sharing the content with the children is required (p.115).

Ms. Kathleen Edgar admits she missed chances to facilitate learning and reflects while talking to Ms. Jacqui Hook (p.25). Ms. Kathleen Edgars also incorporates transformative learning when she allows the children time to think and make choices (). In her role as the teacher, she used some learner-directed techniques, as well as teacher-directed. Allowing the children to draw their own pictures, asking others who could not write what they wanted to write about are aligned with learner-centered. And reading the story and asking the questions she wanted to be answered was teacher-directed. However, Weimer (2013) admitted that:” Learner-centered teaching is not an all-or-nothing proposition” (64).

When considering the “Balance of Power” in the classroom, I heard Ms. Kathleen Edgar mention the new student whom she had to:” …guide them along to how you teach” (Laureate Education, 2015b). According to Weimer (2013), it does not matter what or how you train, the decision to learn rests with the student (p.93). Some would say that the class of kindergarteners was too young to be committed learners, and I would say the teacher was preparing them to be when she inquired:” What was the best thing about kindergarten” (Laureate Education,2015b). Weimer (2013), explained one part of a “climate of learning” as the teacher promoting learning through relationships (p. 149,150). The link was evident in the video with Ms. Kathleen Edgars and her class of kindergarten, they were both attentive, exchanged ideas, and answers without fear of being wrong (Laureate Education,2015b).

References

Laureate Education (Producer). (2015b). Grand city university’s college of education

               [Video file]. Baltimore, MD: Author.

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2^nd ed.).

             San Francisco, CA: Jossey-Bass.

Time Well Spent!

There are many things I learned completing my master’s program that will continue my growth throughout my career and my life. One was in “Selecting an Advocacy Objective.” Because there are numerous problems in the Early Childhood field and I must select “specific” and “measurable” campaigns to endorse for change. Sometimes passion can induce a desire for specific changes, but it is wise to spend time in research before wasting time in the unachievable.

I learned that I want to be a part of “Communities of Practice” intentionally; because of the focused interaction of a shared passion, concern, or problem offers many ideas, solutions, and different perspectives. One of the things I will miss with all of you is the sharing of opinions and experiences, which was our community of practice in our weekly discussions.

And what I learned about the challenge I selected is something I will always remember. While studying about “Worthy Wages,” I was introduced to the history of early childhood, not from the theorists, or pioneer’s point of view but the advocates. I have learned what the early teachers experience, fought for and against, and how they continued with little to no change.

My challenge for increasing our pay lead me to my long-term goal of being an advocate for life or until there is a change for universal preschool, professionalism, and decent wages for early childhood educators.

Although, this is the last blog I will write to you all I do not feel as if this is the final encounter. I will be looking forward to all the great things you will do for the early childhood field. What we have shared will always live in my memory, and you all will never be forgotten. I enjoyed your passion, ideas, and different perspectives. And I loved the way our Professor challenged us to grow, change, and think. Whether it was in discussion, reflections, or assignments Professor Ernst comments were an encouragement for growth. Professor Ernst was always respectful and never condescending, and I am very appreciative.

I wish you all joy, peace, and success in all your endeavors with all sincerity.

Jobs/Roles in the ECE Community: Internationally

Save the Children is an organization that supports doing whatever they can, wherever it is needed to help children. And to give children a “healthy start in life” for a successful future(Save the Children, 2019). I find this philosophy inspirational, and it resonates within my spirit.

Education Manager

The Education Manager provides early childhood technical assistance, management, oversight, and support to the Head Start program to ensure effective coordination, implementation and monitoring of the education services. The Education Manager is responsible for overseeing Education & Mental Health/Disability services; overseeing the implementation of mental health and disability services consistent with the Head Start Program Performance Standards, as well as other state and federal requirements as they relate to the Americans with Disabilities Act.

Essential Duties

1.    Program Planning and Implementation

2.    Training and Technical Assistance

3.    Operations and Management

4.    Supervision and training

Required Background and Experience, Skills, and Behaviors

• Minimum of Baccalaureate or advanced degree in Early Childhood Education, Child Development or any subject and coursework equivalent to a major relating to early childhood education with experience teaching preschool-age children.
• Minimum 5 years of experience working with infants and toddlers or pre-school age children.
• Experience in supervision and training; and experience with developing consistent, stable and supportive relationships with very young children.
• Extensive knowledge of early childhood education and child safeguarding and methods for communicating effectively with infants and toddlers or preschoolers, as well as parents and other staff.
• Must have extensive knowledge of Head Start Program Performance Standards, developmentally appropriate early childhood education practices in preschool programs.
• Experience with program planning and supervisory techniques and practices.
• Ability to exercise sound professional judgment and evaluations.
• Ability to establish and maintain effective working relationships with agency staff, children and parents, and outside agencies.
• Effective communication skills, strong problem solving and time management skills.

The next organization I selected is the “United Nations Education, Scientific, and Cultural Organization(UNESCO)” because of the first objective ” Attaining quality education for all and lifelong learning”. That is my calling to be a lifelong learner and to inspire that desire in others. Which leads to early childhood education is on the same level as public primary education. I found several jobs all located in Paris, France, which were not related to children, culture, or education. Nevertheless, the organization must have positions that would be of interest to educators just no openings. The job would be helping children and their families with their education, perhaps a school in a rural area, or a village in an impoverished country.

The 3^rd selection is United Nations Children’s Fund because they are helping the whole child around the world. They are putting children first in health, nutrition, emergency relief, sanitation, safe water, education, and anything that is needed around the globe(UNICEF, n.d.). The job I selected Manager of Humanitarian Response does not fit with child development, however, I find the position inspirational and demanding and I like being in a position to help children.

Manager, Humanitarian Response

Reporting to the Director of Humanitarian Response, the Manager will be a key member of the UNICEF USA Humanitarian Emergencies Team responsible for coordinating humanitarian emergencies globally as well as helping in UNICEF USA’s efforts to support UNICEF’s work through fundraising, advocacy and education in the United States. In this role, the Manager will support the Humanitarian Emergencies Team in managing day to day operations, assisting in the activation of the Emergency Response Team (ERT) protocol, and helping with communications to support advocacy and fundraising for humanitarian situations including natural disasters, protracted crises, health outbreaks, and other emergencies.

Qualifications:

§  Bachelor’s degree and a minimum of five years' related experience

§  Strong emotional intelligence

§  Highly comfortable navigating internet and communication/SM platforms

§  Ability to navigate intranet and other systems for research purposes

§  Highly developed writing and editing skills

§  Excellent organizational skills

§  Experience and comfort with information management, using technology/tools for efficient collection, distribution and archiving

§  Flexibility with a schedule as needed for events or immediate emergency response operations

§  Ability to travel as needed

§  Strong organizational and administrative skills, including proficiency in Microsoft Word, Excel, PowerPoint, and Outlook

§  Must demonstrate UNICEF USA Core Values: Trust, Respect, Accountability, Innovation, Teamwork, and Service

Job/Roles in the ECE Community National/Federal Level

The three national/federal organizations that appealed to me are the Department of Education, Department of Health and Human Services, and the Department of Interior. I am interested in the Georgia Department of Education because the department manages funding and testing for local educational agencies accountable for student achievement.  The Department of Interior appealed to me because a career with the U.S. Government provides employees with a comprehensive benefits package. As a federal employee, you and your family will have access to a range of benefits that are designed to make your federal career very rewarding.

1.    Education Program Manager(Department of Education)

Skills and experience: Master’s degree in education is accepted, but a Doctorate is preferred. Also knowledge in administration, or a related administrative field in the area of assignment from an accredited college or university. Experience with training and supporting professional staff as well as training module development. Self-directed and self-motivated with a strong work ethic. Experience conducting program evaluations. Knowledge of current research on school improvement and professional learning initiatives /programs.

2.    Education Specialist (Department of Interior)

Skills and experience: Degree: that included or was supplemented by major study in education or a subject-matter field appropriate to the position.  Ensure that administrators and local governing boards/local school boards comply with Tribal, State and Federal education laws that determine adequate yearly progress in meeting applicable, measurable academic achievement standards.

3.    Health Education

Skills and experience: Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles. Collect and analyze data to identify community needs before planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies, and environments. May serve as resource to assist individuals, other health professionals, or the community, and may administer fiscal funds for health education programs. Excludes "Community Health Workers."

References

Georgia Department of Education. (2019).  Retrieved from

http://www.gadoe.org/Finance-and-Business-Operations/Human-Resources/Pages/JobDetails.aspx?Jid=956  

U.S. of Personnel  Management (2019). Retrieved from

   https://www.opm.gov/policy-data-oversight/classification-qualifications/general-schedule-qualification-standards/#url=List-by-Occupational-Series

Exploring Roles in the ECE Community : Local and State Levels

The “Healing Communities of Georgia “is a community of practice and it is centered on forgiveness, mercy, and restoration of families who are victims of crime, and the incarcerated being restored. This organization’s mission supports:’ The healing occurs within individuals through mercy, forgiveness and facilitating the restoration of right relationships”. This organization appeals to me because of their mission to right wrongs, and facilitate forgiveness so families can move on with their lives. And for those who were incarcerated they understand their needs to be forgiven, receive mercy, so their hearts are healed.

This community of practice supports state education in that every student succeeds because their needs are met. This is an important issue because of their support of education and making sure each child has what is needed to improve their chances for success.

Center for Disease Control and Prevention is a community of practice that is a concern is to:”… strengthen public health as members learn, share expertise, and work together on solving common problems in their communities’ focus areas”. CDC  a community of practice sounded excellent and appealed to my sense of community and healthy interactions. If we learn something such as turkey meat at Kroger grocery store is purported to have salmonella we could share that information. The salmonella incidents are becoming a common occurrence, and there are those who normally do not listen to the news, but maybe in with social media.

Job Title: College Professor

Skills and Experience: Excellent verbal and communication skills; they should have a high level of knowledge and be well-organized. Good personality traits for college professors include a high level of enthusiasm, self-confidence, and the willingness to mentor students. Master’s Degree Doctoral Degree in a relevant field.

Job Title:  Director

Skills and Experience: Preschool and childcare center directors must be able to develop good relationships with parents, children, and co-workers. Leadership skills. Preschool and childcare center directors supervise staff, so they need good leadership skills to inspire staff to work diligently. Most states require preschool and childcare center directors to have experience in early childhood education. The amount of necessary experience varies by state. Bachelor’s Degree in Early Childhood.

Job Title: Pre-K Lead Teacher

Skills and Experience : Planning, teaching and implementing the curriculum and providing quality care for our children 4 and 5 year olds - Planning and executing indoor and outdoor experiences appropriate to the developmental levels of the children - Interacting with children both physically and verbally throughout the day - Assisting children with their personal hygiene and clean-up of classroom - Serve and eat meals with the children - Meet with parents, staff, and administration - Attend in-service and staff development training programs - Familiarity with state licensing requirements and CNI policies. Must have a Bachelor Degree in Early Childhood Education

References

  

 Department of Community Supervision. (n.d.). Healing communities of Georgia.

    Retrieved from http://dcs.georgia.gov/healing-communities-georgia

State Support Network.(n.d.). Community of practice: Implementing needs

    assessment.   Retrieved from

    https://statesupportnetwork.ed.gov/resources/implementing-needs-assessment

    -community-practice-resources

Center for Disease Control and Prevention. (n.d.). Public health information network

      communities of practice. Retrieved from https://www.cdc.gov/phcommunities/index.html

Profile of a Volunteer

The person I am profiling is Mr. Jones, he cuts the grass around the school, beautifies the area for free. And every Tuesday and Thursday he comes to the school to read to as many classes as he can. He bought pink tee shirts for all the children when they participated in the Breast Cancer Awareness week. He bought all the children age-appropriate books for Christmas which was over 80. He gave the teachers smoked turkeys for Thanksgiving, and a ham for Christmas. All these things take up his valuable time and money and he expects nothing in return doing all these things.

The children love him as if he were there grandfather, they listen and respect him. All the teachers enjoy when he reads to their classes because the children listen, and the teachers can do other things while he reads.

One teacher was stressed about the holidays and having enough food for her family, and when Mr. Jones called me about who needed a turkey she was first on my list. He smoked the turkeys and delivered them to the teachers who needed them.

His kindness and sacrifices are encouraging and inspirational. The impact he has on children with behavioral development is amazing because these children respond to his attention and give him their attention. Personally, I am amazed that he finds the time each week faithfully to come and read. He is dependable and always ready to help. He happens to hear us talking about the children wearing pink tee shirts and just volunteered to buy them for the school.

My takeaway from this volunteer is his selflessness, his willingness to help, his thoughtfulness, and consistency. I think these are all traits of a profile of a volunteer. Because it is all about giving in a world centered on taking. Children are the innocents in our world, and they all deserve love, safety, and guidance. Volunteering should always be about positive interactions and serving others for however long you have.

Using Social Media to Get Connected

I have a Facebook, and a LinkedIn account and this blog as connected social media. I have my phone and at one time a web site that I created for a school project.

I could use all my social media tools for my advocacy because they are connected to the world. I could use Facebook to write daily information about my advocacy, and post the information on LinkedIn, as well as start a blog solely dedicated to my advocacy. And according to Kieff (2009), I could develop a web site solely dedicated to my ideas, to the issues of importance to me (p.121). And then there are the people I interact with being my social tools for an outlet for me to share information with their contacts. When I Facebook with someone, they have numerous shared friends and many more that I do not know, all being opportunities to ask them to friend me.

I think having reputable information about the issue causes and effects will motivate some conversations. I would also write some letters, according to Kieff (2009):” Letters to the editor are a good way for professional educators to be active links between the public and the educational community” (p.121).  I would also write to my legislature and congressman. I can see starting a petition to obtaining the attention of policymakers(pp.123,125). I would also use my email at work to inform my colleagues of the issue, and the plans to move forward and solicit their help and advice. And last but can be very effective I would use YouTube to inform, invite, and inspire others to join forces with me to make a change.

I know there are many avenues for social media that I am not familiar with that my colleagues can share with me. Please feel free and welcomed to share. Thanking you in advance of your help.

Advocacy Messages

5 days is all it takes to become dependent on opioids

Opioid dependence can happen in just five days. Many young adults don’t know the power of opioids and can quickly become addicted to them.

And because of this, a lot of people are dying. In 2016, more than 42,000 people died of opioid overdoses in the U.S.

The campaign message that I found to be inspiring was the one where a young lady allowed her detoxification of drugs to be filmed. The story is about a young lady who at 14 years of age was a dancer that hurt her ankle. The doctor prescribed her some pain pills, that led her to an addiction, that turned into heroin addiction, that took everything from her, and everybody that she loved. The campaign message is a short film about six minutes shown at bus stops, and the impact is great I saw people in the audience shedding tears.

The reason this message is so effective is that the young lady did not seek to become a drug addict, she trusted her doctor and took the prescribed medication, Her body betrayed her and she became another statistic. The ease of how the addiction turned her life into a nightmare is like watching an accident happen, you do not want it to happen but you cannot turn your eyes away from the scene. A true story of redemption from the slavery of a drug lifts your heart, gives you hope, and encourages the one who is also in slavery to drugs.

My Own Capacity!

To answer the first question of what fuels my passion, I have to say it is the way early childhood teachers are viewed by others, and the income we earn usually shows how much we are valued. At the same time, I really want early childhood education accessible to all children in the same fashion as grades K-12. To realize that the pay we earn in general is no more than a babysitter earns is highly insulting. We are teachers, nurturers, and continuous learners. Each child that I meet whose parent(s) cannot afford childcare touches my heart. This one parent came in with two children and the four-year-old had the saddest eyes I have ever seen, I wanted to see her smile, run and play, I cannot explain how her sad demeanor made me ache to pay for her care out of pocket. Although I know passion is not enough, and according to Sharma(n.d.),: ”Advocates who attempt to fix everything run the risk of changing nothing….”.

The first thing to come to my mind that I can contribute to the advocacy efforts is my passion. My desire that others understand and embrace the cause, leaving all indifference at our concerns. The research skills that I have developed as a student here at Walden University could be useful. I believe in the power of research in an issue, and in finding resources who can be of help in furthering our resolutions. As Kieff (2009) called the resources “target”, the ones of influence who can help our advocacy obtain our objective(p.105).

When looking for answers, I am not opposed to looking at others in how they strategized. I know I do not have all the answers and being open to listening to others with different, or better methods is important. Working with children we all need and have to use patience, and patience is a skill needed for all advocates.  My patience could be of value, knowing that things have not changed and continuing to try is a positive force. Whatever skills I possess must be supportable with interested people (Sharma, n.d.). Although, I must be realistic and research if the goal if achievable (Sharma, n.d.)

Messages for Families

According to Kieff (2009), advocacy may start out when we recognized a child’s needs being neglected (p.22).  And I would agree with that perspective, because the first time I met a child who would not speak, but used tears as her communication, I wanted to speak for her, but most of all I wanted to hear her speak.  At that time, I recognized my drive to protect and nourish a needy child and it motivated me to advocate.

That was only one child and it is noted as being on a micro level advocacy. But, in my effort to help the child I spoke with the grandmother and learned that the child had been in the room when her mother was killed. And for the next three years spent mostly in her grandmother’s company, and the grandmother was illiterate. My advocacy grew to encompass the grandmother, she needed to learn to read for herself and her granddaughter’s future. Where was the organization that steps in after such a toxic stressful life changing event? Who helps a little girl after witnessing something so horrific that it is okay to use her words? This situation in hindsight shows me the value of caring about the small things which are usually apart of the larger picture. According to Kieff (2009):” Advocacy grows to a macro (social) level when teachers expand their focus to include children and their families….” (p.26).

This incident did not transform me into a community leader on early childhood issues. Because, I did not pursue resolution for all the other little girls and boys whom had experienced toxic stress in their lives with their families. It would take commitment, direction, networking, research, and information to name a few of the basic elements to become leader of the community (Sharma, n.d.).

The resources needed to move from community unto a state leader on early childhood issues are somewhat extensive, funding, volunteers, influence, information, ways to disseminate the information, and a coalition with policy makers, legislators, and the media (Sharma, n.d.). The power of persuasion would be a skill needed to mobilize others, the issue must be important to the future, and information of the issue is mandatory (Sharma, n.d.).

My advice to someone who was interested in being a leader as an advocate would be to make sure to have the stamina for the long haul, of gathering resources, sharing information, making impeccable presentations, and having solutions as a start. Keeping an open mind to receive and use better ideas to obtain the goal, being an attentive listener, and a great communicator, because bringing people together to agree on an issue’s importance is a constant battle.

Personal Advocacy Reflection

I thought long and hard about who had impacted my life or of someone else life with support, resources, and information. And, then I remembered a card and gift I received from a parent at Christmas where she thanked me for helping her family and her pursuit of a career. The Gaines twin girls are in the toddler one’s class and they have free childcare instead of paying $190.00 a week.

The mother came into the center with a smile inquiring about child care, but after finding out the fee of $380.00 a week she admitted she could not afford it.  She is a student on campus, and I had recently heard about a grant that would help students with child care, but it was not active. I told her about it and put her on my waiting list for two of my grant funded programs. I invited her to stop by anytime or call to check on the status of the new grant. Well, she did that continuously and would always ask if it was alright her stopping by so much. I assured her it was, I told her about United Way how they had helped certain students in college by paying tuition for a semester, and about the Children and Parent Services (CAPS). She came by to tell me she did not qualify for caps and she had not heard anything back from United Way. I asked her had she approached her advisor, and I told her to make an appointment to see Dr. Jeffers who had also helped a student through United Way for a semester. This went on for some months, and I had spoken to the FSS, and the assistant director who also was over the Quality Rated Subsidy Grant. Early Head Start and Quality Rated were both full and they did not seem concerned. I talked to the Director about her, and how she was doing all she could, and we needed to find a way to help her. My director met the young lady and I continued to bring her to mind until finally, we had open space for two in the grant. The mother was ecstatic and told me how much she appreciated my help.

I am tenacious, it took months before I was able to help her. But I stayed positive and I told her we would find a way. Being an advocate, we must be in for the long run, because we might never see the change we are aspiring towards. Seeking out many sources is listed as a skill of an advocate because sometimes all you hear is “no”. When I was helping her through all those months, I did not think of myself as an advocate, but it was to help someone who could not help. I have helped parents before in ways when they could not, and I think that is what advocates do. Writing this week’s entry has opened my eyes to my need to help children and their families. I think this is a natural response that all of us in this field have when children are involved. According to Kieff (2009), we are to:” Be persistent. Systemic change takes time” (p.68).

Advocacy Action Overview

In the “Advocacy Training Guide” in Module 1: What is Advocacy? Sharma(n.d.) explained what it takes to be an advocate, and having people who support your cause, and “making persuasive presentations” are essential. I am an advocate for free early childhood care for America, just as we have public schools for Americans.

I have done some research about universal early childhood care and there are countries who agree, and their results from this service have advanced their countries to believe that all children deserve a head start. According to Mongeau (2010-2018), it is time to rethink how we look at early childhood education. In the article “Time to change how we think about early education, international study finds”, Mongeau (2010-2018) that there are several countries who have changed how they look at universal care; Australia, England, Finland, Hong Kong, Korea, and Singapore. I am sure you have heard about Finland from me in previous blogs and discussions on how Finland’s educational system puts America to shame. These countries are taking the responsibility of educating their young children, some start at three, and others from infancy (Mongeau, 2010-2018).

I believe that once we have early childhood education available for all children, we can focus more on our profession. Today every child I turn away from our center who cannot afford the tuition is a thorn in my heart.  Because a parent wanted to give their child a head start in a high-quality facility and they were denied, I always wonder what will happen to that family. I know that universal early childhood care will not be problem free, because our public schools are not, nevertheless it will be better than nothing. It will give our children an equal opportunity to have universal free early childhood education. Perhaps, it will also help early childhood educators with fair compensation, because if we value our children ‘s education it is possible to value their teachers.

Please investigate Finland’s educational system, and if you have time to read the article “Time to change how we think about early education”. The more we talk about universal care for early childhood, the more people will be informed and hopefully care.

References

Mongeau, L. (2010-2018). Time to change how we think about early education,   

    international study finds. The Hechinger Report. Retrieved from     https://hechingerreport.org/time-to-change-how-we-think-about-early-education- international-study-finds/

Sharma, R.R. (n.d.). An introduction to advocacy: Training guide.

      Washington, DC: The Academy for Educational Development, SARA Project

       Module 1, “What is Advocacy?”

You Are My Motivation and Inspiration!

When I think about our time together it was fast moving, informative, and a little hectic with the holidays in our mist. But the sharing and encouraging more than made up for any rushed feelings. As a lifelong continuous educational committed teacher, I can say that I have learned a lot from this course and from each of you. We have shared our perspectives on advocacy, governance, early learning programs, and our experiences. Which had led me to more understanding of the entire system of early childhood learning. And I must admit it is a whole lot more complicated then what I understood from the years I have spent in this field.

I know that being an advocate for anything meaningful takes dedication, knowledge, and perseverance. And knowing who could provoke change is also important because I have learned public policy holds this power. Decades of early childhood care and education has existed and some of these same concerns have been around just as long quality affordable care, and comprehensive programs.

I plan to use my education of these facts to advocate for quality care for all children. To use my voice and those of the many of like mind to carry this concern to every avenue available to support this change. We have lived for years under the governance of the federal and state acting in their best interest for early childhood, now is the time for all educators, economists, communities, and the public policy to enforce early childhood education for all young children. Our nation, our way of life is at stake, if we do not provide for our children today, there will be no one to provide for them tomorrow. Every time I turn on the news I am disheartened to hear and see the young lives lost to murder, stealing, and disrespect. We are obligated to give our children an education, along with a foundation of what it means to be a contributing caring citizen. This knowledge starts in the home and schools of the very young. Some will say it is not that bad, but I say when we lose one child to ignorance, poverty, and despair we have lost the world.

We all live in different parts of the United States of America, and we should all affect each part with the importance of providing our children with guidance, care, and education. I pray for all of you to reach your goals, for success, and joy in this lifelong pursuit of helping young children. I have enjoyed sharing this time with you and appreciate each one who has shared their mind and heart with me. This time with you has been an inspiration, and each interaction a motivation to keep going toward my goals.

The Political Will to Improve Early Childhood Systems!

My family is a single mother who is attending school in pursuit of a medical assistant degree, this will be her first child and she is 39 years of age. She filled out the potential parent application for EHS and is now on the waiting list. She is in her last trimester hoping to have her baby and enroll her child when the new fiscal year starts.

She has had several complications with a rise in her blood pressure. And because of her age, she had a screening and diagnostic testing. She was counseled that there is a chance her child will have Down Syndrome.

My task is to help her and her child from the womb until 8 years of age. She is already receiving prenatal care so I will focus on helping her and her child beginning at three months of age.

I want to be a part of the first three months, but I am not sure how or what I could do. Any suggestions would be highly appreciated. Also, I have ideas on what a comprehensive early childhood program would entail but little experience working with a child who has Down Syndrome. From what I gathered all children benefit from early childhood learning and their family support. I would need specialists and educators prepared to help give her child all the help possible to ensure progress. Any ideas will be helpful, and I thank you in advance of them.

The Political Will to Improve Early Childhood Systems

I found two people who were motivated to advocating for young children by being parents of young children and seeing the pervasive needs of early childhood education, how it:” …benefits children for a lifetime and strengthens the community today and tomorrow (Sherer & Norton, 2006).

According to Sherer & Norton (2006) interview with Brian Spicker and Robin Roberts:” …public policy decisions made at the community and state levels affects infants, toddlers, and their families as much, or sometimes more so than those at the federal level”. Which means people who are advocate leaders have a great impact on the future of young children education.

Brian Spicker is not an educator, he has a bachelor’s in business, and Robin Roberts use to be a Parent as Teacher (PAT) educator, now both are advocates one a state level, and the other community level (Sherer& Norton,2006). Being an advocate for early childhood is a calling, no matter the profession, something that makes a person care enough to fight for children.

Both people worked and volunteered in different capacities as they fought, lead, and advocated for early childhood (Sherer & Norton,2006). Some ingredients they both shared were “passion”, “commitment”, “relationships” and the determination to stand up (Sherer & Norton,2006).

Spicker strategies to increase early childhood was by:” …mobilizing the caring power of the community (Sherer & Norton,2006). And Roberts worked herself into a position on the state advisory board where she can:” …secure and maintain funding for state-level advocacy work” (Sherer & Norton,2006). Robert’s other strategy was distributing information, she used workshops to help parent educators understand advocacy, how it works, and the public policy mechanism (Sherer& Norton,2006).  Roberts’s challenge is to get others with no experience to be advocates, and Spicker challenge is getting people to recognize the importance of early childhood (Sherer & Norton,20016).

The part that appeals to me is the challenge of the community leader; sharing information that opens minds in the community how essential is early childhood. Spicker’s advice is to:’…take on a leadership role….be an inclusive convener and facilitator” (Sherer & Norton, 2006).  Because I think the more people know the more, they will care about early childhood education, and it will become a concern for us all, and all will fight for the rights of the young children.

Reference

Sherer, A. & Norton, Y. (21 August 2006). Advocacy strategies to improve outcomes for

    very young children: Interviews with leaders at the state and community level.

     Zero to Three Early Connections Lasts a Lifetime, Advocacy Strategies to Improve

     Outcomes for Young Children. Retrieved from

      https://www.zerotothree.org/resources/1120-advocacy-strategoes-to-improve-

      outcomes-for-young-children

Parent, Family, and Community Engagement

The satisfaction I derived from families and their children benefitting in major or minor ways from Head Start is inspirational. It gives me joy to know that some children and their families were helped because of the care invested by the Head Start staff. The desire of professionals to help is altruistic, and the testimonies that we do makes all the hard days bearable.

When the policy makers and government officials realize that the families appreciated the opportunities to be involved, and the successful impact it has had on their children throughout their lives; it will solidify the reasons Head Start must continue to exist.  If families and former student attribute their progress in life to Head Start, then this is proof that it can and has had a positive impact from childhood to adulthood.

One parent is thankful for the nutritional guidelines, the nutritional meals, and the wellness checks that proved her child was healthy. That her child’s obesity was not due to some disease, but her diet and exercise needed more information which Head Start shared.

Would these children be successful without the influence of Head Start, it is possible, but why should that chance be taken? Because Head Start motivates families to work together with their teachers to ensure that their children are progressing forward. Families are the other half of the teachers and the children, it takes all of us working towards the goal, it is a joint effort that would fail if one party was missing.

Quality Programs for All Children

Public opinion about childcare is very important because their opinions are transformed at the voting poll, and through their representatives. Getting the public behind an idea is paramount to changing the world.

There are numerous trends affecting early childhood, today scientists, politicians, and economists are supporting the value of early childhood education. Although, we have some who do not use or care about early childhood education. These parents have their own system of educating their children. The homeschoolers are more than I previously thought. According to Autumn Burke (2018):” In 2007 the U.S. Department of Education reported that the number of homeschooling students had climbed from 850,000 in 1999 to 1.1 million in 2003” (Fagan,2007). If this trend continues to grow, we will have fewer children using early childhood care, in five years it could change if we offered quality child care.

One public perception about men being early childcare professionals is that they are not to be trusted. I personally disagree with that beliefs and would advocate that change of perception. As Tim Cooke (2018) in “The Guardian” expressed: “We need to strive for a much better gender balance among early years teachers”. At my center, we had two male teachers and they were very good teachers, the children loved and respected them. Nevertheless, they both had to leave because of the very low pay. I would advocate for more male teachers, and hopefully, in five years public opinion will change.

Speaking of low pay, this is something that affects all teachers as they try to care for their families.  I hope to change that fact by advocating the worth of early childhood professionals. The movement is rapidly growing that early childhood education should be accessible for all children. According to “First Five Years Fund”:” …89% of Trump voters and 79% of Clinton voters want Congress and the administration to work together to improve the quality of child care and preschool and make it more affordable for parents”. This is encouraging, and I advocate free early childcare for all children. I hope that in the next five years it is a national mandate that all early childhood children are granted quality care. However, advocating for quality salaries for the teachers is a goal I plan to pursue. Quality care for children and quality salaries for early childhood professionals.

I imagine that the children, families, and communities will finally get the total benefits of early childhood care. The male teachers will have a positive effect on male and female children. The public will not arbitrarily dismiss the influence of male role models in early childhood. And finally, professional teachers will be appreciated, and the teachers will thrive enough that teachers will not have to work part-time jobs. And male and female teachers can take care of their families without leaving the field of early childhood. Peace of mind will influence all parties to be and do better, parents will have their quality care, children will receive the best from their well-paid teachers, and then and only then will the children’s future benefit from early childhood education.

References

Burke, A. (6 April 2018). Why homeschooling is on the rise. ThoughtCo. Retrieved

    from  https://www.thoughtco.com/why-homeschooling-is-on-the-rise-1832549

Cooke, T. (19 July 2018). I’m one of the few male nursery teachers. There should be

    more of us. The Guardian.  Retrieved from

    https://www.theguardian.com/commentisfree/2018/jul/19/under-fives-male-teachers-men-early-years

First Five Years Fund (20 June 2017). 2017 National poll: Research summary. 

    Retrieved from  https://www.ffyf.org/2017-national-poll-research-summary/

An Early Childhood Advocate

           I am interested in advocating for reform in the existing state systems. We have the fortune to have three grant-based programs in our center, Georgia Pre-K Lottery, Early Head Start, and Quality Rated Subsidy Grant, along with a subsidy Children and Parents Subsidy (CAPS). However, I have witness abuse of these programs in preparing the children and their families for lifelong progress. Some loopholes allow children to attend ten days out of a month and still be in good standing, and to come to school after instructional time has begun, and breakfast is over. We must feed these children because they are usually hungry for their first meal, and the children have no control over their tardiness. One parent kept his son out of school because he had a hair appointment, another one overslept because she was up late along with her child. These programs are designed to provide a service for families who cannot afford childcare, a way to give their children a head start in early learning. I must help parents to practice methods of success, attendance and being on time is required on jobs, and in public schools. The earlier these families adopt these methods, the easier the transition from early childcare to public school will be.

       Lack of attendance and tardiness is very discouraging, and I want to help now before those habits ruin their children’s beliefs. According to Kieff (2009), one part of being an advocate is the:’ …proactive stance taken by individuals in response to particular issues that concern them” (p.7).   The early childhood professional sees what is happening and sometimes what is needed to improve an issue.

       I want to learn how to approach an established state system with my concerns in a way that induces change. I want to find an alternative method to encourage parents who participate in free programs of the need to attend each day and to be on time. I want to help families, and state systems see the parallel of what a child sees are predicated to what he does. How can I help a family place more value on school than going to a barber, and that it is never to early or young to value school?

                                             

                                                Reference

Kieff, J.(2009). Informed advocacy in early childhood care and education: Making a

   difference for young children and families. Upper Saddle, NJ : Pearson Education, Inc.