Scholar Practitioners Who Impact Future Change

Scholar Practitioner to Influence Future Change:

As a scholar practitioner it is my responsibility to continue to provide accurate and up to date information about the importance of evaluation in early childhood education programs. It is my responsibility as higher education educator to ensure that future educators understand that they have to learn that they have to continue to educate themselves on topics of importance within the field of early childhood education.

The Greatest Barrier for Educators:

I believe that one of the greatest barriers for educators is the lack of professional development, training, mentoring, and support to continue to educate themselves, which turns to a high teacher turnover rate. To avoid downfall, I believe that it is important to find organizations where I can encourage future educators to become members so they can be up to date with topics within the field of early childhood education and where they can to attend trainings, workshops, and attend conferences. Professional development is especially important lever for improving teaching practices in early childhood education (Schachter, 2015). Professional development has been linked to higher classroom quality practices which improve children’s learning (Schachter, 2015).

Another barrier for educators parent collaboration and participation. I have worked within the field of education for many years getting parents to participate and become involved in their child’s life is an everyday struggle. As an educator, I can also say that this will continue to be a struggle. Researches show that the involvement of parents in education and teaching is related to many variables. there are a number of studies showing that the academic achievement of individuals and their motivation to learn are related to the involvement of the parents to the schools (Erol, 2018). To avoid downfall, I believe educators need to continue to become creative ways to get parents involved.  

How to Minimize Barriers to ensure Effective Evaluation:

As an educator, to minimize barriers to effective evaluation would be to understand the evaluation that will take place or as an educator I will be conducting. As an educator, I would have to understand the process of evaluation, the outcome, and what will the results do. How will they impact all stakeholders involved. As an educator I have to also ensure that I have strong collaboration and communication skills with my colleagues, administrators, parents, and community. It is important to also be aware of resources within the community where families can take children and where children can be provided with additional assistance in order to ensure healthy development and academic success.

Resources:

Erol, Y. C. & Turhan, M. (2018).  The relationship between parental involvement to education of students and student’s engagement to school. International Online Journal of Educational Science, 10(5), 260-281. DOI.org/10.15345/iojes.2018.05.017.

Schachter, R. E. (2015). An analytic study of the professional development research in early childhood education. Early Education and Development, 26: 1057-1085. DOI: 10.1080/10409289.2015.1009335.

Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assertive Technology

Technology has become part of everyday life. Many children already live in technology-based homes where they are exposed to and use electronic devices on a daily basis. Therefore, as educators all we can do is provide the tools necessary so children can learn to use technology to learn. Technology has been found to have a positive impact of developing children’s early literacy skills as well as children’s acquisition of a second language (Oliemat, 2018). More and more preschools and teachers are incorporating technology in their everyday learning and activities in order for children to enhance children’s learning. Technology can be utilized as a cognitive tool to enhance a child’s learning experience computers (Sharkins, 2016).

Assistive and Supportive Technology:

Studies have linked children’s gains in structural knowledge, problem- solving skills, writing and drawing skills as well as in letter and number recognition to the use of tablet technology in education (Oliemat, 2018). Therefore, assistive technology is any device that can provide assistance to learning and overcoming challenges in order to learn. Research indicated that children become more independent and seek less support and teaching from adults once they acquire the necessary knowledge of tablet computers (Oliemat, 2018).

Supportive technology can be applications and software that can help a child enhance learning skills and abilities to learning what the child needs to learn per subject and grade level. Technology can also facilitate exploration in reading content. Technology is perceived to enhance understanding through the use of symbols, pictures, and video within learning applications. Recent research extends this view and recommends that digital technologies can be used as a tool to support teaching in early childhood settings (Aldhafeeri, 2016).

Research has also established that technology help children learn specific skills they will not learn other than with technology (Sharkins, 2016). Some skills are cognitive skills as they learn to use their fingers to type and select answers. Children also learn to develop critical thinking as they learn that they have to select answers to reading questions from stories, vocabulary, or letter and sound selection. Children also learn about timing and becoming independent and resourceful to find answers to questions. Children can also use technology for audiobooks for language and literacy development  as they can also follow along to identify words and phrases. Using technology children can learn to count and also problem solve.

Therefore, when it comes to technology, leaning, and young children, educators have a collective responsibility to educate themselves on benefits and challenges of technologies as well as developmentally appropriate practices surrounding applications and usage of technological devises in everyday teaching (Sharkins, 2016). It is important for teachers to ensure that assistive and supportive technology is also culturally responsive to young children to ensure their learning success. To ensure that technology is culturally responsive it is important that it is in the child’s native language, it is developmentally appropriate practices and activities to the child’s learning and academic needs. Therefore, it is the responsibility of teachers to monitor technology use, applications, and systems used by children.

Resources:

Aldhafeeri, F., Palaiologou, L., & Folorunsho, A. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: Teachers’ views, attitudes and aptitudes. International Journal of Early Years Education, 24(3), 342-360. DOI.org/10.1080/09669760.2016.1172477.

Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen tablets in early childhood: Children’s knowledge, skills, and attitudes towards tablet technology. Children and Youth Services Review, 88, 591-597. DOI.org/10.1016/j.childyouth.2018.03.028.

Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernerst, J. M. (2016). Preschool children’s exposure to media, technology, and screen time: Perspectives of caregivers from three early childcare settings. Early Childhood Education Journal, 44: 437-444. DOI 10.1007/s10643-015-0732-3.

Choosing the Proper Assessment Scenarios

Purposeful assessments help educators understand where students are academically and where they may go next (Guiding Principle 3: Purposeful assessment drives instruction and affects learning, 2019). Educators need to remember that assessments are an integral part of teaching and learning (Guiding Principle 3: Purposeful assessment drives instruction and affects learning, 2019). There is no one assessment that is correct or appropriate. As educators we need to remember that all students learn differently and develop at different times, therefore, there is  no one assessment that is developmentally appropriate for every student in one class.

As an educator, I have witnessed this scenario many times with children in elementary school. Both scenarios provide real life situations where one assessment may not work for all students and alternative assessments need to be provided for students in order to find where they are being challenged and where educators need to provide more support.

Scenario One:

Samantha is five years old. She is attending Pre-Kindergarten for the first time. Samantha is an only child. She has not attended preschool because she lives with mom who is a single mom and was under the care of her maternal grandmother since birth. Since she has been cared for by her grandmother, she has had no interaction with other children. Because she has not attended any formal educational setting when she was assessed for the Kindergarten Readiness Assessment, Samantha was not ablet to complete the assessment and therefore, she was redirected to pre-k to prepare for kindergarten.

At school Samantha is quiet, she does not talk with anybody, she plays by herself and become nervous if someone comes near her. If other children try to play with her she runs away from them. She does not want to participate in the group and has a difficult because she is easily distracted. The teacher is concern because there have been incidences when she turns around and Samantha is nowhere to be found. The first time the teacher aid found her playing by herself in the playground. The teacher explained that she cannot leave the classroom by herself.  Another concern the teacher has is that when anybody asks Samantha questions, she only replies by nodding or moving her head back and forth. When Samantha does speak, it is difficult for anybody to understands what she is saying.

Samantha’s teacher is concerned about her not following directions, social-emotional development, and her language development.

Scenario Two:

Monique is a seven-year-old first grade student. Monique is supposed to be in the second grade, but missed the kindergarten cutoff date by one week and was placed in prekindergarten class. Monique is extremely intelligent an completes her work before all students and the teacher does not know what to do after Monique completes her work. However, Monique is struggling with mathematics. Monique becomes easily frustrated when she does not understand math assignments and classwork and gives up easily. When Monique becomes frustrated with math assignments, she throws herself on the floor and begins to cry. When  Monique has to work on math assignments in class, she becomes upset, she yells and screams and tells the teacher she hates being in her class.

Her parents are very involved and her mother volunteers every other Wednesday in the classroom. Monique’s mother is frustrated because she does not know what else to do.

At this point the teacher does not know what to do or where to go from here with Monique. How does she support Monique with her issues in not understanding mathematics and lessening her frustration?

Resources:

Guiding Principle 3: Purposeful assessment drives instruction and affects learning. (2019). Retrieved October 25, 2020, from https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles3.pdf

Policies and National Regulations and Standards for Early Childhood Education

State of California Policies and Standards for Early Childhood Education:

According to the California Department of Education, there are many child care and development programs within the state. Some of the programs offered are for children from birth to age 12 (California Department of Education, n.d.). The program offers early learning and after school services to babies, toddlers, children in preschool, and children in kindergarten through sixth grade (California Department of Education, n.d.). Other programs also assist children with disabilities and children of migrant farm workers (California Department of Education, n.d.).

In 2008, California State Preschool Program Act consolidated several childhood initiatives into one funding stream, resulting in the California State Preschool Program (CSPP) (California State Profile, 2018). In California there is also a Kindergarten Readiness Act of 2010. The Kindergarten Readiness Act of 2010 moved the kindergarten eligibility age from December 02 to September 01 so that children would be 5 years old when entering kindergarten (California Department of Education, 2018). Following the Kindergarten Readiness Act of 2010, California Transitional Kindergarten (TK) began during the 2012-2013 academic year. Under the Transitional Kinder (TK) Act children born between September 02- December 02 begin a year of a two-year kindergarten program (California Department of Education, 2018.).

The California Preschool Learning Foundations were developed using an inclusive and deliberate input process, including statewide stakeholder meetings, public input session held throughout the state, public hearings, and public and public comments California Preschool. There are three volumes for the California Preschool Learning Foundations. Learning Foundations, Volume 1 focuses on the domains of social-emotional development, language, and literacy, English-Language development, and mathematics (California Department of Education, 2020). Learning Foundations Volume 2 focuses on domains of visual and performing arts, physical development, and health (California Department of Education, 2020). Finally, Learning Foundations Volume 3 focuses on the domain areas of history-social science and science (California Department of Education, 2020).

Compare and Contrast:

From the readings this week, I have learned that The National Association for the Education of Young Children (NAEYC) and the National Board for Professional Teaching Standards (NBPTS) share similarities.  Both agencies have a goal to assess the whole child. A system that supports a reciprocal relationship among curriculum, child assessment, and program evaluation (National Association for the Education of Young Children, 2003). According to the National Board for Professional Teaching Standards (NBPTS) assessment is a process through which teachers learn about children’s social, cognitive, linguistic, physical, and emotional development by gathering and interpreting information (National Board for Professional Teaching Standards, 2012). According to the California Preschool Learning Foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program (California Department of Education, 2020). Therefore, there are similarities between California and The National Association for the Education of Young Children (NAEYC) and the National Board for the Professional Teaching Standards (NBPTS). I can say that the NAEYC and the NBPTS as well as California also ensure that the all domains are incorporated into everyday learning within the field of early childhood education.

Questions:

1. What can early childhood educators help parents understand the importance of young children attending an early childhood program?
2. What can I do as an early childhood educator to educate parents about free to low cost early childhood programs that young children can attend within their community?
3. How can educators involve parent from different cultures and languages to become involved in their child’s education?

Resources:

California Department of Education (2018). California State Profile, NIEER State 15 Essential Elements for High-Quality Pre-K. Retrieved from  http://nieer.org/wp-content/uploads/2018/10/EE_California_2018.pdf

California Department of Education (2020). California Preschool Learning Foundations. Retrieved from https://www.cde.ca.gov/sp/cd/re/psfoundations.asp

Center on Enhancing Early Learning Outcomes. (2016). State-by-state. Retrieved from http://cee;p.org/stat-information/state-map/

National Association for the Education of Young Children (NAEYC). (2003). Early childhood  curriculum, assessment, and program evaluations. Retrieved from   https://www.naeyc.org/sites/default/files/globally-   shared/downloads/PDFs/resources/position-statements/CAPEexpand.pdf

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood  generalist standards (3^rd ed.). Retrieved from http://www.nbpts.org/wp-      content/uploads/EC-GEN.pdf

Scholar Practitioners as Program Evaluators

The information from this course has much value for me as College Instructor because I want to make sure the future teachers are prepared and understand their role as future early childhood educators. I want to be able to understand and be up to date with current issues and topics of importance within the field of early childhood so that students understand how critical program evaluation is. At every level of education, in an increasingly high-stakes climate, programs unable to demonstrate effectiveness in improving readiness or creating positive child outcomes may be at risk of losing support (National Association for the Education of Young Children, 2003). I want to ensure that future educators care about program quality (Epstein, 2003). I want to ensure that they care about program quality to ensure that they are providing developmentally appropriate practices to young children as well as services to their families.

The questions I have are:

1.  Are there any skills or strategies I can implement to improve program evaluations to ensure accountability of the program?
2. Are there any trainings I can attend that can truly be helpful so that I can turn around and train others?
3. What are appropriate assessment from different programs?

I believe this course on program evaluations has an impact on me because I want to find ways to personally improve my teaching style and delivery of the content so that students are learning the material which they can use within their personal life as well as their professional life. Through this course I can learn from my professor as well as from my colleagues on program evaluation from different early childhood programs in different schools as well as different states. I also want to learn more about program evaluation so that I can continue to write better program evaluations so that I can continue to provide funding for much needed programs within the field of early childhood education. In one of my many hats, I also provide workshops and trainings for different early childhood programs and I would love to be able to provide a workshop of program evaluation for early childhood teachers. A program that they can implement in their everyday teaching to provide better services to children and their families. As expectations for professional preparation and for implementing high-quality curriculum and assessment systems rise (National Association for the Education of Young Children, 2003).

Resources:

Center on the Developing Child Harvard University. (2017). Early childhood program. evaluations: A decision-makers guide. Retrieved from              https://developingchild.harvard.edu/resources/early-childhood-program- evaluations-a-     decision-makers-guide/

Epstein, A. S. (2003). Holding your program accountable: Introducing High/Scope’s new  preschool program quality assessment (PQ). High/Scope ReSources, A Magazine for Educators, 11-14. Retrieved from             https://web.archive.org/web/20150321075739/http://www.highscope.org/file/Assessment /PQA.pdf

National Association for the Education of Young Children (NAEYC). (2003). Early childhood    curriculum, assessment, and program evaluation. Retrieved from            https://www.naeyc.org/sites/default/files/globally-   shared/downloads/PDFs/resources/position-statements/CAPEexpand.pdf

Fostering Classroom Communities

Title of Dissertation:

Preschool Educators’ Roles in Creating Supportive Spaces for  Gender Exploration and Expression

 

Problem:

According to the researcher, she explains that children begin to develop an understanding of gender identification by preschool, however, the researchers explains that there is an absence of research that focuses on understanding how preschool teachers affect the gender identity development of young children (Chofla, 2016).

 

Purpose:

According to the researcher, the purpose of this research study was to explore how early childhood educators promote or hinder gender exploration beyond the gender binary in their classrooms as well as the role of cisgenderism in early childhood educators’ curricular decisions and perceptions of students (Chofla, 2016).The researcher explains that this is the reason there is a need of research concerning how preschool teachers influence gender identity development as well as how biases might influence teaching decision. The research also explains that there is not sufficient studies in the subject matter. 

 

Population:

The population used for this research study was focused on four early childhood educators from the Sacramento region and who were also reaching children between the ages of 3 and 4 years old, one male and three females. According to the researcher, all the participants were from different areas within the Sacramento area. One educator was from a community-based state-subsidized, parent-run cooperative, private school, and religiously affiliated.

 

Methodology:

The researcher used a qualitative research method for this research study. The researcher explained that the decision to select a qualitative research method was because a qualitative research promotes a deep, more holistic understanding of a present-day phenomenon (Chofla, 2016). The research also explained that qualitative research allows for participants to inform the researcher and explain their story and/or experience.

 

Data Sources:

According to the researcher, the data for the study was collected individually from all four participants by four different sources; initial participant interview, one classroom observation, children’s book analysis, and follow up participant interview. According to the researcher, the data collected was presented in the form of a milticase study.

 

Conclusion:

According to the researcher, this research could have an impactful role in supporting the professional growth of early childhood educators and the children they serve (Chofla, 2016). According to researcher this study explored how early childhood educators promote or hinder gender exploration of preschool children.

 

Sources used by the Author:

I believe that these three sources are relevant to this research study because they are able to provide the reader, student, and future researcher to continue to conduct future research to be able to provide developmentally appropriate practices for preschool children.

Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes  with young children. Dimensions of Early Childhood, 39(3), 11-19.

Burt, T., Gelnaw, A., & Lesser, L. K. (2010). Creating welcoming and inclusive                          environment for lesbian, gay, bisexual, and transgender (LGBT) families in early                childhood settings. Young Children, 97-103.

Daitsman, J. (2011). Exploring gender identity in early childhood through story dictation  and dramatization. Voices of Practitioners, 14, 1-12.

 

 

The information gleaned from this dissertation can further my work related to fostering supportive learning environments through positive classroom cultures and classroom communities as I want to continue to educate future educators to be able to understand how they can provide an inclusive learning environment  for all children regardless of their gender identification. It is also important to understand that as educators we provide a safe learning environment for all children where they can explore gender identity through different learning activities without feeling judged or scared to do so.

 

 

 

References

Chofla, Shaun-Adrian F. (2016). Preschool educators’ roles in creating supportive spaces       for gender exploration and expression [Dissertation, Walden University]. Electronic        Theses & Dissertation Center.

 

Time Well Spent

Through this program I have learned many things which I will for ever take with me. I learned about myself and grew as an individual and as a professional. I also learned that there are many issues within the field of early childhood that need advocating. I also leaned that I can not do anything alone that I need a support.

I learned that with hard work and dedication I can accomplish many things. Through this program I learned that there is much room for growth. There is much that I need to learn. I learned that I still have a long road ahead, but I am ready to take on another challenge which can prepare me to be a better educator.  I have been reminded that no matter how old I am if I need help or clarification with anything I need to ask. Through this program, I learned that as an individual there are many things I can do to create awareness within my community. I learned that there are many issues within the field of early childhood that need advocating for. I learned that I need to do research to stay up to date with issues and topics within the field of early childhood.  I have learned that I need to talk to other professionals within the field and I need to continue to collaborate with others to be able to bring awareness to centers within my community of issues within the field of early childhood education, early childhood educators because the more os us work together the more of a difference we can make. Through this program I learned that in order to survive and continue to be a dedicated individual I need to have a network on individuals. With a group of colleagues we can support each other, ask for advice and feedback, and guide each other through difficult times. I think sometimes we just need someone to talk to after a difficult day at work. Having a network of colleagues also provides us with resources and as well being able to share ideas for lesson plans, meetings, and training which can be beneficial for all of us working within the field of early childhood. 

One of my long term goals is to obtain my Doctorate Degree in Early Childhood Studies. Since I can remember being able to continue my education to one day obtain my Doctorate Degree has always been part of my plans. Having a Doctorate degree will allow me to continue to educate the future early childhood educators. 

I want to thank all of my colleagues for their support, advice, and feedback throughout the Master’s program because without them I would have not been challenged to work hard to do my best. Through this program  I also met some wonderful individuals who have been constant support during difficult times. I hope that I can continue to have those connections as I believe that they are important as I continue to work as an advocate for early childhood and I also continue my educational journey. I want to also Thank all of my instructors because I was pushed to work hard so that I can move forward to the next course. THANK YOU for pushing me to do better!

I can always be contacted through email: annacatalan@msn.com

 

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

― William Arthur Ward

 

 

Jobs/Roles in the ECE Community: Internationally

The three international ECE organizations that have appealed to me or that I would like to be apart of are the Academy for Educational Development, Care, and United Nations Educational Scientific and Cultural Operations.

The Academy for Educational Development (AED) is a non-profit organization that helps develop within the following areas; health, economic, civil society, and education (The Academy for Educational Development, 2019). The purpose of this organization is to create a positive impact through collaboration (The Academy for Educational Development, 2019). The Academy for Educational Develop has operates within the United States as well as around the world.  In this website I didn’t find any job openings but I did read that they are looking for educators and teachers to add to their staff. Being able to be part of an international organization that makes a difference by educating around the world.

Care is an organization helps families without resources send their children to school, deliver care packages for people in need, and help women build a better life for themselves, their families and their communities (Care, 2019). Care provides services in over 90 countries worldwide. One of the things that caught my attention about was the fact that this organization wants to empower women to make a difference in their community. Care’s mission is to work around the world saving lives by overcoming poverty and providing individuals with tools and skills necessary to do that (Care, 2019). The two jobs that have captured my interest are Senior Management, Charge Management and County Director, North Sudan. Some of the skills that are required for these positions are Bachelor’s Degree, 7-10 years combination of education and experience, demonstrated experience producing organization-wide communications and communication strategies, experience and knowledge of change management principles, methodologies, and tools, Microsoft office sills, organization skills, demonstrated self-awareness, leadership and interpersonal skills, management skills, and demonstrated interest and ability to give feedback, develop, motivate and lead a diverse team to achieve results.

The United Nations Educational Scientific and Cultural Operations organizations provides educational tools so that they can live in a world free of hate and intolerance (The United Nations Educational Scientific and Cultural Operations, 2019). This organization has been providing services for over 70 years. The United Nations Educational Scientific and Cultural Operations believes that education is a human right for all throughout life (2019). This organization provides services from pre-school until higher education. One of the jobs that caught my attention was Chief Education Planning and Management Programme. Some of the skills, experience, and education needed for this position are a Master’s Degree in Education, planning and management skills, At least 10 years experience of working within the educational field, relevant international experience, ability to build, manage and promote effective teams. cross-sectoral collaboration and external partnerships, ability to plan, positive attitude, strong interpersonal and communication skills, Able to speak other languages, and experience in the formulation, implementation, monitoring, and evaluation of educational policy.

 

By researching International ECE organization I have learned that there are so many opportunities to provide services and become and advocate within the field of early childhood education with agencies I had no idea excited around the world.  I know that I still need experience, skills, and education for some of these job opportunities, but at this point I have hope that one day I can hold one of these jobs and make a difference internationally.

 

 

 

 

 

References

Academy for Educational Development. (n.d). Retrieved August 08, 2019, from http://academyforeducationaldevelopment.orghub.net/.

Care. (n.d.). Retrieved August 07, 2019, from https://www.care.org/our-work.

The United Nations Educational Scientific and Cultural Operation (n.d). Retrieved August 08, 2019 from https://en.unesco.org/careers.

 

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

The three National and/or Federal ECE that have appeal to me or I would like to work for are: National Association for the Education of Young Children (NAEYC), the second agency is The United States Department of Education, and the third is the National Head Start Association.

The National Association of Young Children (NAEYC) is an organization that is committed to constantly working hard to promote ” high-quality early learning for all young children, birth through age 8″ (National Association for the Education of Young Children, 2019). I feel that working with this organization either as an employee or with the organization as a community of practice can provide guidance and support to become an advocate for play based learning within my community. Some of the jobs that have captured my attention through the NAEYC organization are; Dean of Early Childhood Education; Assistant Professor-Tenure Track, Elementary/Early Childhood Education; and Executive Director, Child Care Connections. Some of the skills, experience, and education needed for these jobs are; Master’s Degree in Early Childhood Education, NAEYC recognized Director credentials, knowledge of NAEYC accreditation guidelines and standards, understanding of Reggio Emilia Philosophy, minimum 4 years of experience leading an early childhood center, develop, train, and manage teaching staff, coach and guide curriculum development and implementation utilizing Teaching Strategies,  Doctorate in Education with an emphasis in Early Childhood Education,  andTeaching experience.

The Department of Education is the second agency that has captured my attention because my challenge is on play-based learning in early childhood education. The U.S. Department of education to promote the educational and emotional outcomes for young children to third grad (U.S. Department of Education, 2019). The U.S. Department of Education also oversees early childhood programs and promotes programs that supports developmentally appropriate development for young children. Some of the jobs that captured my attention through the U.S. Department of Education are; Education Research Analyst and Special Agent Education Teaching Background. Some of the skills, experience, and education needed for these jobs are: Bachelor’s Degree in Early Childhood Education, Master’s Degree in Early Childhood Education, ability to objectively evaluate information and make sound judgments, demonstrated ability to understand key concepts in a wide range of subject areas and to develop lesson plans and instructional procedures to teach and explain material to individuals from many backgrounds and educational levels, exceptional problem-solving and analytical skills, and knowledge of education research and evaluation methodologies, principles and practices, and the role of governments sufficient to plan, evaluate, and advise on funded.  education research projects

The National Head Start Association is the third agency that has captured my attention because it is a National organization that promotes provided all children with an opportunity to to succeed in school by providing an opportunity to an education (National Head Start Association, 2019). The National Head Start Association can provide me with the opportunity to have educators work as part of my community of practice for my challenge as they can provide first hand evidence as to why play based learning is important  for child growth and development.  Some of the jobs that captured my attention through the National Head Start Association are Family Support Advocate, Family Engagement Advocate, Family and Community Partnership Manager, Family Educator, and Head Start Program Specialist. Some of the skills, education, and experience needed for some or these jobs are Bachelor’s Degree in Early Childhood Education, Master’s Degree in Early Childhood Education, must be bilingual (Spanish/English), Knowledge of resources available for children and families, good organizational skills, good communication skills, record keeping skills, ability to interact effectively with people from a wide range of socio-economic backgrounds, ability to maintain records, prepare reports and correspondence and related work, ability to communicate both orally and in writing, and determines the level of services needed by using the appropriate guidelines and manuals.

Through this research, I have learned that there are so many opportunities to provide services and become and advocate within the field of early childhood education with agencies I had no idea existed, but provide services for young children and families. I know that I still need experience, skills, and education for some of these job opportunities, but at this point I have hope that one day I can hold one of these jobs and make a difference not only within my community and state, but also at a national and/or federal level.

 

 

 

References

National Association for the Education of Young Children. (n.d.). Retrieved July 23, 2019, from https://www.naeyc.org/

National Head Start Association. (n.d.). Retrieved July 24, 2019 from https://www.nhsa.org/

U. S. Department of Education. (n.d.). Retrieved July 24, 2019, from https://www.ed.gov/

Exploring Roles in the ECE Community: Local and State Levels

The three local and/or state organizations or community of practice that appeal to me are:

1. County of Kern (Government Jobs)
2. Community Development Institute Head Start
3. Community Action Partnership of Kern

 

The reason I have selected the agencies I did is because these are the a few of the agencies which great agencies to work for because they provide services to children and their families. I have also worked as a Master Teacher and Site Supervisor for Community Action Partnership of Kern and I had a good experience.  I can see myself going back and working with this agency again. I also believe that by being able to be a part of these agencies my professional growth and development will ensure that I am able to provide quality services to children and families.

 

Job Opportunities within these agencies:

1. Senior Child Support Specialist
2. Supervising Child Support Specialist
3. Parent, Family, & Community Engagement Manager
4. Director of Community Development
5. Program Manager
6. Development Specialist
7. Education Service Manager
8. Family Advocate

 

Skills and experience needed for the job opportunities:

1. Advanced degree in Child Development, Early Childhood Studies, or Family Studies.
2. Bachelor’s Degree in Child Development, Early Childhood Studies, or Family Studies.
3. Master’s Degree in Child Development, Early Childhood Studies, or Family Studies.
4. 3-5 years experience working with children’s and families.
5. Pre-School Teaching Experience.
6. 2-3 years supervisory/management experienced preferred.
7. Experience and knowledge of family-strengths/family-centered practice preferred.
8. Must have knowledge and experience in areas that include the theories and principles of child growth and development, early childhood education (birth to age five), and family support.
9. Knowledge and understanding of the Head Start Program Performance Standards and state childcare licensing regulations.
10. Bilingual (Spanish/ English) preferred.
11. Directs overall relationship building with community partners, foundations corporate, private, government, elected officials and the general public.
12. Progressive experience in program design and management; development and monitoring of budgets and contracts; grant writing; research and writing and strategic planning.
13. Progressive experience in management of and overview of grant writing responsibilities.
14. Experience in working with federal, state and local government and private funding sources.
15. Ability to manage numerous tasks, possess good organizational skills, communicate effectively with co-workers and the public, and work collaboratively in a team environment.
16. Case Management experience.

 

 

 

 

References:

Community Action Partnership of Kern. Employment Opportunities. Retrieved July 13, 2019 from  http://www.capk.org/

Community Development Institute Head Start Job Opportunities. Retrieved July 13, 2019 from http://www.cdiheadstart.org/

County of Kern Career Opportunities. Retrieved July 13, 2019 from  http://www.capk.org/ https://www.governmentjobs.com/