Educ-6990 week 8 đ
Three topics I learned from this program
⢠First is being able to learn about to plan path to reach my main passion, it was great to learn what I am truly passionate about. I never knew how many pieces need to be put together such as community of practice, goals, reflecting on self-progress.
⢠Second is being able to learn about diversity within the classroom and the families who we communicate with. It was great learning different ways of communicating when language is a barrier. Also as an educator it was great to find new ways of having communicated and having family participate in their child education even if we speak a different language.
⢠Third is different factors that can affect a child life and educational during. It was interesting to learn different types of trauma and how they could affect children in your classroom. Through this topic we also learned about being bias in our career and our personal lives.
My long-term goal is creating a play based program so children can enjoy learning while having fun. I would also like to grow as educator while going to workshops to learn new ideas to bring into the classroom. I would like to continue to teach children in prek or kindergarten programs and then one joins the National Institute of play and lead their classroom programs while trying to create play based programs around the globe.
To my instructor and my fellow colleague,
We did it we completed our early childhood studies master program, and we can continue to grow what we are learning through the program. To my instructor Dr. Dartt I want to thank you for all your amazing feedback and help through this program. It was great to have you as my teacher for my very first course and to be able to come full circle in my last course. You have help me grow and learn as educator and in my personal life. To my colleagues thank you for all your help, insights, and feedback. All of you have help me grow in my profession. A lot of you have been in the same class with me through the entire program which it was great journey. I wish all of you the best of luck as continue your journey. Also, I would to say congratulation to all of you, we did it we have our master in early childhood studies.
Jobs/Roles in the ECE Community: Internationally
I chose these UNESCO, save the children and UNICEF three international organizations because the work they do it help grow education, help children and families while protecting and keeping children safe . The most important thing is to keep children and have them in calm safe environment.
As far as careers :
https://www.savethechildren.org/
Program Aide
Job Details
Description
Summary
The Program Aide will be required to travel to the various program sites and/or home visits. This position works as part of the team to assist in activities in the area of the classroom and throughout the program as needed. The Program Aide may be reassigned to various classrooms, centers or bus routes as deemed necessary for the program operations.
As a front line representative of Save the Children the Program Aide is required to ensure the safety and security of children and families that he/she comes in contact with adhering to the agencyâs values of Accountability, Ambition, Collaboration, Creativity, and Integrity.
Essential Duties, Responsibilities and Impact
⢠Application of clear practice and procedure in day to day execution of job.
⢠Good time management and organizational skills. Works in close contact with Manager to ensure smooth performance of duties.
⢠Builds effective relationships within the organization and with the children/families.
⢠Ability to understand and carry out oral and written instructions.
⢠Provide breaks for classroom staff.
⢠Assist classroom staff in all classroom activities and outdoor activities.
⢠Assist in developing materials and providing activities related to the cultural background of the children and families served.
⢠Help supervise mealtime, eating with the children to encourage good nutrition and social skills.
⢠Assists in keeping the classroom and its contents clean and orderly.
⢠Assists in any aspect of the program as needed and required.
⢠Works with assigned children with disabilities.
⢠Perform other related duties as assigned.
Required Background and Experience, Skills and Behaviors
⢠ Minimum High School Diploma/GED
⢠Strong interpersonal, communication and organizational skills.
⢠Ability to work collaboratively with Teacher, other staff and community partners in the provision of high quality services to children and families.
⢠Ability to pass a criminal background check including fingerprinting prior to first day of work.
⢠Effective classroom management skills.
⢠Knowledge of the basics of working with preschool children.
⢠Knowledge of the purpose of the Head Start/Early Head Start Program.
⢠Ability to relate sensitively with children and to work well with staff and parents and families.
⢠Ability to follow directions and take initiative.
⢠Ability to keep all information on families strictly confidential.
⢠Ability to communicate effectively with children and staff.
⢠Must have the physical, emotional and mental ability to assist the Bus Driver with a vehicle full of children in a safe and pleasant manner when riding the bus.
⢠Ability to work with children with disabilities.
Practice Base Coach
Summary
Each Mentor-Coach will be responsible for supporting and engaging program staff, in individual and small group formats, building their capacity to promote the early language and literacy development of children in their classrooms or homes, including within the context of the Head Start Early Learning Outcomes Framework. Mentor-Coaches will be an integral part of this program’s literacy initiative, coordinating work with the other aspects of this initiative including: the in-service training program, the library and technology development project, the family literacy program, and program monitoring and evaluation.
As a Save the Children employee who will come into contact with children on a routine basis, you are expected to prevent child abuse in every situation by striving, through mental awareness, good practice and training to minimize risk to children. You must take positive steps to protect children who may be a subject of concern and report and respond to any instance of child abuse and promote training and awareness around all child safeguarding obligations.
Essential Job Duties:
⢠Recognize existing strengths of protÊgÊs and build positive, reflective mentor-coaching relationships.
⢠Plan and conduct individual reflective conferences with each protĂŠgĂŠ twice a month. Activities must focus on the protĂŠgĂŠ’s goals and should include: observation and conferencing, modeling and co-teaching, guided live or videotaped observation of other classrooms, sharing resources, and journaling.
⢠Bring protÊgÊs together for in-person or on-line guided discussion once each month. Use readings, video tapes, or curriculum planning tasks to focus discussion in which protÊgÊs share their experiences and thinking with each other.
⢠Participate in monthly Mentor-Coach meetings and trainings. Come to meetings prepared to share promising practices and current challenges.
⢠Provide monthly documentation of work with protÊgÊs and submit to Education Manager one week prior to each Mentor-Coach meeting.
⢠Contribute to efforts or other aspects of literacy initiative as requested. This will include helping to plan an in-service training program as it relates to early literacy, suggesting resources for the library and technology development project, and supporting protĂŠgĂŠs’ work with families around literacy. Conduct formal evaluations of classroom practice as a part of the program’s annual self-assessment.
Background and Qualifications:
⢠Minimum of BA degree in Early Childhood or related field with documented recent training in early literacy and at least three yearsâ experience in a pre-school setting.
⢠Head Start Program Performance Standards and Child Outcomes Framework
⢠Working with adult learners
⢠Early literacy development, child assessment, and teaching
⢠Working with diverse learners.
⢠Ability to perform medium to heavy physical work exerting up to 50 pounds of force occasionally, up to 20 pounds frequently and up to 5-10 pounds constantly, performing such activities as sitting, crawling, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping. This also includes some duties that require repetitive action and motion skills, keyboarding and computer use.
Assistant Teacher
Headstart ASSIS020
Job Details
Description
Job Summary:
The Assistant Teacher is responsible to assist the Head Start Teacher for the general day-to-day operations of the Head Start classroom. The Head Start Teacher Assistant is also responsible for providing educational, relational and social experiences for preschool children to foster growth and developmental in all developmental domains.
The Head Start Teacher assistant reports directly to the Center Director. The Head Start Teacher assistant will assist in creating and nurturing strong partnerships with families and ensure that program standards, compliance, and quality are of the highest standards.
As a front line representative of Save the Children, The Head Start Teacher assistant is required to ensure the safety and security of children and families that he/she comes in contact with, adhering to the agencyâs values of Accountability, Ambition, Collaborations, Creativity, and Integrity.
As a Save the Children employee who will come into contact with children on a routine basis, you are expected to prevent child abuse in every situation by striving, through mental awareness, good practice and training to minimize risk to children. You must take positive steps to protect children who may be a subject of concern and report and respond to any instance of child abuse and promote training and awareness around all child safeguarding obligations.
Essential Duties, Responsibilities and Impact:
⢠Assist in planning and conducting activities with Head Start Teacher to meet individual needs of children in accordance with the daily schedule.
⢠Engages with children during all activities throughout the day. Provides constant supervision of children during all learning activities indoors and outdoors and ensures safe environment.
⢠Provides a balanced program of child initiated and teacher directed activities, active and quite learning activities, and opportunities for individual, small group, and large group learning activities.
⢠Assists classroom teacher in maintaining classroom discipline using developmentally appropriate techniques.
⢠Assists classroom teacher in maintaining documentation as needed.
⢠Participates in Professional Development Plan including CPR and First Aid.
⢠Will be required to take lead in absence of teacher.
⢠Perform other related duties as assigned.
Job Requirements:
⢠At a minimum, a Pre-School Child Development Associate (CDA) or credential of a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or be enrolled in a CDA credential program to be completed within two years of the time of hire.
⢠Strong interpersonal, communication and organizational Ability to follow directions and take initiative.
⢠Ability to work collaboratively with Head Start Teacher, other staff, parents, and community partners in the provision of high quality services to children and families.
⢠Knowledge of the purpose of the Head Start/Early Head Start Program
⢠Ability to relate sensitively with children and to work well with staff, parents and families.
⢠Ability to keep all information on families strictly confidential.
⢠Ability to communicate effectively with children, parents and s
⢠Ability to establish and maintain effective working relationships with agency staff, children, families, and outside agencies.
⢠Effective communication, problem solving, organizational, and time management skills.
⢠Ability to perform medium to heavy physical work exerting up to 50 pounds of force occasionally, up to 20 pounds frequently and up to 5-10 pounds constantly, performing such activities as sitting, crawling, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping. This also includes some duties that require repetitive action and motion skills, keyboarding and computer use.
Number: 515132Â |Â Vacancy Link
Locations: Asia and the Pacific: China
Work Type : Temporary Appointment
UNICEF works in some of the worldâs toughest places, to reach the worldâs most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. And we never give up.
For every child, dedication
UNICEF China Child Protection Programme supports the Government of China to establish Childrenâs Places in rural and urban communities that reach the most vulnerable children and their families. It works with the government to support the scaling up of a community-based child protection mechanism, the Child Friendly Spaces (CFS) Programme, to share international experience and best practice on child protection policies and practices, to develop guidelines and tools, and to strengthen capacities of government staff and community-based CFS volunteers. Particular focus is placed on equitable delivery of protection and welfare services to ensure that the most vulnerable children and their families are reached.
How can you make a difference?
We are seeking a talented professional to manage, provide technical support to, and monitor the implementation of provincial Technical Support Hubs and its supported Child Friendly Spaces (CFS) in development settings in support of the National Working Committee on Children and Women (NWCCW). You will ensure that the programmatic and financial goals of CFS programmes are achieved efficiently and effectively. Specifically, you will:
⪠Manage and support monitoring and evaluation (M&E), including baseline and end-line surveys, and other research activities related to the CFS programme
⪠Lead knowledge management of the CFS programme, including documentation of good practices
⪠Monitor implementation of supplies, cash assistance and contracts
⪠Ensure efficient and effective donor services through high quality and timely donor reports, facilitating donor visits, and preparing donor presentations and discussions
⪠Bring innovation and technologies to project management to improve the efficiency and quality of the CFS programme
⪠Manage and provide technical support for capacity development of relevant stakeholders
⪠Support the development and implementation of minimum standards for CFS
⪠Support reporting and knowledge sharing of CFS programme related information, provide inputs for reports; prepare presentations, briefing notes, and speeches
⪠Drive the development of communication and advocacy products for promoting the CFS programme including videos, newsletters, and blog articles
To qualify as an advocate for every child you will haveâŚ
⪠Advanced university degree (masterâs) in international development, psychology, sociology, social work, international law or other social science field. A first level degree (bachelorâs) in combination with additional relevant work experience may be considered in lieu of a masterâs
⪠Minimum of three to five years of relevant professional experience in programme implementation, administration, monitoring and evaluation. Previous work experience in child protection a requirement. Experience with implementing community-based child protection and positive parenting projects / programmes an asset. Experience in development sector an advantage
⪠Knowledge, understanding and interest in child protection and development issues and policies in China and internationally
⪠Strong organisational skills to promote smooth project management
⪠Fluency in English and Mandarin, both written and spoken
⪠Knowledge of communication tools and practices such as website and social media management are an advantage
For every Child, you demonstrateâŚ
⪠Respect for and adherence to UNICEFâs core values of Commitment, Diversity and Inclusion, Integrity and proven understanding and sensitivity to cultural nuances
⪠Interpersonal skills, capacity to work with different personalities to deliver on shared results
⪠Drive for results, setting high standards for the quality of work
⪠Capacity to think outside of the box and drive innovation
⪠Strong communication skills, fluently and confidently gathering and expressing and writing opinions and information
Job Number: 515075Â |Â Vacancy Link
Locations: Africa: Ethiopia
Work Type : Consultancy
UNICEF works in some of the worldâs toughest places, to reach the worldâs most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.
Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.
And we never give up.
For every child, Equal Opportunity
To ensure that up-to-date information necessary for effective child protection programming and coordination is collected, used, stored and shared, in line with relevant standards including (vis-Ă -vis emergencies) the Minimum Standards for Child Protection in Humanitarian Action.
How can you make a difference?
In close coordination with the UNICEF Child Protection section in Addis Ababa and the Child Protection Coordinator of the CP/GBV Sub Cluster, the consultant is responsible for the following key areas:
Task
⪠Provide technical support and quality assurance to the collection, use, storage and sharing of information related to the sub-cluster CP activities, results and resources
⪠Maintain monthly reporting on CP related activities from sub cluster participants, including through the 5Ws
⪠Provide support for the collection, quality assurance and analysis of data for UNICEF CP program monitoring and reporting (humanitarian and development), with attention to data consistency, alignment of targets and indicators (across emergency and non-emergency) and with a focus on results for the child
⪠Build the capacity of MoWCA/BoWCA and other relevant UNICEF partners in the use of CP monitoring and reporting tools (emergency and non-emergency) and related analysis
⪠Monitor the coverage and complementarity of Child Protection activities (emergency and non-emergency) and identify any gaps and duplication, including through the regular updating of visual GIS maps.
⪠Provide IM updates and reporting (including financial tracking/Periodic Monitoring Report) to the OCHA Information Management Unit, NDRMC, Protection Cluster (UNHCR) and UNICEF’s Emergency and Program Monitoring Unit, as required.
⪠Liaise with UNFPA’s GBV Information Management focal point to ensure coordination and consistency across the sub cluster.
⪠Update and manage the resource documents on the CP page of the sub cluster website
⪠Support the review, dissemination and training on CP assessment and monitoring tools, including the CP Rapid Assessment, the Belg and Meher assessments, and any joint or inter-sectoral monitoring/assessments (such as the Displacement Tracking Matrix).
⪠Develop and strengthen the information management capacity of sub cluster members and UNICEF partners, with a specific focus on capturing results at the level of the child.
⪠Contribute to and facilitate the mainstreaming of child protection in other clusters and sectors through information exchange and joint mapping, as required.
⪠Support regular and effective communication and information exchange between the federal and regional sub clusters, and between federal and regional CP program sections.
⪠Serve as a Child Protection Information management focal point to the Inter-Cluster Information Management Working Group.
⪠Contribute towards inputs for infographics on Child Protection response for the sub cluster and for UNICEF (emergency and non-emergency).
⪠Support the CP section in developing tracking mechanisms for periodic internal and external reports on Cluster and UNICEF response updates against targets and planned indicators.
⪠Undertake other relevant tasks as directed by his/ her supervisor or Chief of Child Protection and assist with other duties in support of the UNICEF Child Protection programs.
⪠Conduct analysis of protection quantitative data and findings of Displacement Tracking Matrix (DTM) data collection rounds and determine relevant information for inclusion in reports.
⪠Contribute to UN and other stakeholder technical working groups related to information management and statistical methodologies for data collection and representation.
⪠Contribute towards design and management of databases and information systems (including geographical databases and geographical information system coding), dataset extraction for analysis, and data representation for relevant UNICEF partners.
⪠The consultant will send monthly reports to his/her supervisor based on agreed deliverables and submit a final written report.
To qualify as an advocate for every child you will haveâŚ
⪠Preferably an advanced university degree (Masterâs or higher) in a subject area relevant to information management.
⪠*A first University Degree in a relevant field combined with 2 additional years of professional experience may be accepted in lieu of an Advanced University Degree.
⪠A minimum of four (4) years progressively responsible humanitarian work experience with UN and/or NGO, on information management in the first phase of a major emergency response relevant to the cluster.
⪠Extensive work experience relevant to CP in emergencies may be considered as a replacement for formal qualifications for an advanced level.
⪠Extensive work experience outside the humanitarian sector relevant to this post may be considered as a replacement for humanitarian experience.
⪠Experience and/or training in cluster information management an advantage.
⪠Developing country work experience and/or familiarity with emergency is considered an asset.
⪠Fluency in English ( Both written & Oral) is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.
For every Child, you demonstrateâŚ
UNICEFâs core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.
References:
http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/
National organizations week 4
Through my research I found a few national and federal organization that interest me through my journey and some possible career ideas. The first organization was National Association of Federal Education Program Administrators, the work with amdinstrators and teachers about building a better education system. This organization sparked my interest for professional development aspect. The next organization was National Education association , they work to put together the best resources and publication to help educate children and familes. Some career in the organization caught my attenition was being apart of the board of directors, as a way to advocate for young children and their families. Another organization is American Federation of Teachers , to be able to be surround by other educators and learn new ideas and tips for my journey. Some careers at the American Federation of Teachers that interest me was national representative to be to speak on behalf of other educators and children we teach would be interesting. For these career roles I would need a few years of expierence in the classroom,acting in administrator role, advocating role.
https://www.aft.org
http://www.nea.org
http://www.nafepa.org
Early childhood resources
The three associations or programs I choose are the association of Childhood education International,Council for Professional Recognition,early childhood of Australia. I choose these three because some are located in my home state of New York that help me grow. The other two help me learn professional goals and new resources from around the world. Each of these sites have amazing list of resources including professional development.
Jobs that I saw within the early childhood field that interested me were lead teacher of headstart program,childcare center coordinator and leader professional development. Each of positions gave new light of looking at the world of early childhood education. For these jobs you need a bachelor or higher in education and few years of experience within a management role.
Resources
Early childhood of Australia
http://www.earlychildhoodaustralia.org.au/
Council for Professional Recognition
https://www.cdacouncil.org/about/the-council
Association of childhood education International
Educ 6358
My main passion is to create a safe , comfortable and accepting environment for children and their families. I want to create a partnership with each family I work with and help each child grow and learn. . I want them to feel comfortable and accepted for their differences and to accepting to others. I want each child to learn to embrace and love their differences. One goal for the early childhood field would be to always show confidence and teach children to be confident in themselves.
I would to thank all my wonderful colleagues . I wanna thank you for your support and input every week . I have learned so much from all you and have help grow as educator.
Educ6357 diversity
One hope I have for working in diverse environment will early childhood children is to show them acceptance. I hope through what I learned in less eight weeks I can become a better anti- bias educator and be able to show what I have learn to children I teach. I want them to feel comfortable and accepted for their differences and to accepting to others. Even if their parents are not creating that environment i want to know that our classroom is safe , comfortable and accepting environment.
One goal for the early childhood field would be to always show confidence and teach children to be confident in themselves. Another part of the goal would to create environment children always feel accepted for who they are .
I would to thank all my wonderful colleagues . I wanna thank you for your support and input every week . I have learned so much from all you and have help grow as educator.
Educ 6358
After looking and examine the United Nations International Children’s emergency fund website I choose Barbados
Even up a bit of his needs great progress for the children they still deal with children living in poverty and those with disabilities and have a hard time getting what they need to realize their rights. So Barbados emotional development issues might be from living in poverty and not having the needs such as food shelter and clothing or medical care. Another issue that can deal with the emotional development is Barbados is known to have hurricanes which canDestroy what people on and take away even more from those who had very little.
It was also interesting to learn what they work on it like to partner with families to help boys and girls without education and development especially for early childhood through adolescence. They like to establish policies and standards for preschools your system for screening intervention for developmental delays in this disabilities. The UNICEF of eastern Caribbean tries to create safe environment for children and protect them and help with their development.
References:
Seeing diversity:educ 6357
This I made a collage of what I believe to represent diversity in the many different ways. Before taking this course , I knew a bit about diversity as far as racial differences from my previous courses it wasn’t until this course where I learned diversity deals with more then just different skin colors but gender, sexuality,disabilities and family structure. This course has open my eyes to different view on the world for the better. I was also amazed to learn about how some children’s books talk about diversity without noticing it until this course when we had analyze a classic book and contemporary book. Week 6 lesson about diversity in reading was mind blowing especially since I have read many children books either as a child or now a teacher and never saw underlying discussion behind the bright color picture and rhyming words.
We Don’t Say Those Words in Class!
My experience was when I was shopping in target for end of year supplies . There was a mother and her young boy and he kept point at a man who had dark glasses on . The young boy kept pointing and asking his mother â I see wearing sunglasses when itâs raining outside whatâs wrong with himâ. The mother  first felt very embarrassed about what her child was doing and saying and she realized the man was blind and she tried to explain to her child that he uses to glasses cause he canât see .  Young boy kept going but why canât he see everyone else can see, the mother said sometimes eyes donât work right and we have to use our other senses and the young boy said is that why has a stick.
The message I leave the mother was trying to give to them that we are all the same but yet we are all different at the same time. She was trying to help her son understand that sometimes people canât use certain tools that others canât The message I leave the mother was trying to give to them that we are all the same but yet we are all different at the same time. She was trying to help her son understand that sometimes people canât use certain tools that others can.
As an early tile educator I would do you some of the steps they read in the text book this week. Some steps are to just listen and stay calm while your child tells you what their curiosity is and try to answer in the best manner possible. (Derman-Sparks,2010).As educators and as parents we need to set limits for the child while also exploring their feelings and respect childrenâs learning processes. (Derman-Sparks,2010).
Derman-Sparks,L.,&Olsen Edwards,J.,(2010).Anti-bias education for young children and ourselves.Washington,DC,:National Association for the education of young children(NAEYC).
The Sexualization of Early Childhood
When the topic of sexualization of early childhood, we start asking why would we put these two topics together. As generations have passed children are being more exposed with graphic images about sex in their pop culture. One example is the young girls who have a brats doll, these dolls are wearing loads of makeupand dresses  provocatively . The second example is are video games such as sims where you play a character  Who can steal, hurt others, and do sexual acts.
The third example is how children today grow to learn there value depends on how skinny they are or how hot everyone thinks they are. Children learn this message from magazines, social media and other friends.
These messages affect the healthy development of children because they can cause children to do stuff that I donât really want to do but they want to seem cool and popular or health problem because if theyâre not as skinny as her other friends are going to stop eating or take drastic measures. Â These messages affect the healthy development of children because they can cause children to do stuff that they donât really want to do but they want to seem cool and popular or health problem because if theyâre not as skinny as her other friends are going to stop eating or take drastic measures.
Levin,D.E.,&Kilbourne J.(2009).Introduction. So sexy so soon: the new sexualized to childhood and what parents can do to protect their kids. New York: balentine box.
Love,Learn,Teach and Inspire 