Time Well Spent!!!!

Three DEEPLY felt learnings from this program would be: (1) Great work takes an extensive amount of time, patience, and countless revisions! (2) This program has taught me about perseverance and realizing within myself that I have the strength to give and keep going even when I have nothing left. (3) Greatness is in all of us but can only shine when you pull it out of you for the world to see. When I started this program, I had so many doubts…the biggest one being was I smart enough to obtain a master’s degree. My parents never went to college and here I was going above and beyond! Overall, this program has taught me to believe in myself and know that I have all the capabilities needed to be phenomenal!

                                              

One long-term goal that I have is to become the owner of a natural-themed, organic-based early learning facility that offers high-quality child care for children and a parent program for their parents that will assist them with achieving employment/educational goals by providing adequate, effective resources. In all of my years as an early childhood professional, I have realized that providing a program to assist parents in achieving these objectives is just as vital as offering high-quality care to their children. I envision my early learning center being NAEYC-accredited, the highest of quality, and affordable to all in need.

                                                   

I cannot believe that this is finally the end! I have looked forward to the light at the end of this tunnel for so long…and now it is here! I am a glass case of emotions! Overjoyed, sad, unsure of my future, relieved, etc. I would like to thank all of my instructors for their dedication to my success. I, especially would like to thank Dr. Noble, Dr. Darragh, and Dr. Dartt for their time, patience, feedback, and encouragement throughout this journey. Thank you for answering my countless emails and helping me find my way to the finish line! I would not have achieved such a paramount victory without your assistance. Thank You! To all of my colleagues, thank you for your insight, encouragement, and experiences. Congratulations on obtaining your degree and I wish you all amazing success in all of your future endeavors!

                                        

Monique Woodard

Jobs/Roles in the ECE Community: Internationally

Three international organizations or communities of practice that appealed to me and why I chose them...

(1) World Forum Foundation

                                                    

Why I Chose this Organization: I was intrigued by this international organization because of its core philosophy which is "...Children. Change. Relationships. Spirit. Differences. All who care about the well-being of the world’s children are invited to participate. Leadership is collaborative, globally diverse, provided by a multitude of diverse volunteers and a small, dedicated staff" (https://worldforumfoundation.org/about-us/). In further embarking on leadership during this course and what it means to me, I wanted to highlight this group of individuals for their work with children, families, and the early childhood field and significance that they place on leadership.


Job Opportunities: In researching employment opportunities, I couldn't find a specific position but I did find an interesting volunteer availability. A Global Leader is one who engages "in a two year program, during which time they develop and implement action-oriented projects in their own communities aimed at improving the lives of young children. A carefully designed curriculum helps participants develop leadership capacity and effective advocacy skills, and gain a deeper understanding of early childhood research, practice and global issues. Through participation in three face-to-face meetings as well as ongoing communication" (https://worldforumfoundation.org/wp-content/uploads/2015/12/Global-Leaders-for-Young-Children-2016-18.pdf).  These leaders develop a strong network of regional and international peers. Some of the skills needed to fulfill this role are: Experience working with young children and families; leadership potential in advocating for young children, particularly those at highest risk; knowledge of the policy context for young children in their own country; strong commitment to improving conditions for young children globally and understanding other cultures; commitment to develop and implement an action-oriented project in their own country or community in order to raise awareness about a key early childhood issue or to promote quality early childhood services; commitment to remain in the program for the full two years; and fluency in English. However, preference is given to those who are active in a professional early childhood association or other related group; or affiliated with a university, government agency, or national or international NGO.


(2) World Organization for Early Childhood Education (OMEP)

                                              

Why I Chose this Organization: The World Organization for Early Childhood Education is "an international, non-governmental and non-profit organization concerned with all aspects of early childhood education and care (ECEC) who defends and promotes the rights of the child to education and care worldwide and supports activities which improve accessibility to high quality education and care as well as currently established in over 70 countries and is represented at meetings of UNESCO, UNICEF, and other international organizations with similar aims" (http://www.worldomep.org/en/about-omep-2/). 

Job Opportunities: I could not find any employment opportunities for this particular organization but found that with the work conducted towards the early childhood field, they were worth mentioning.


(3) International Step-By-Step Association (ISSA)

                                                        
Why I Chose this Organization: ISSA is a successful "learning community where members share their knowledge and work in order to develop best practices in Early Childhood Development. ISSA members are the leading experts in Early Childhood across Europe and Central Asia and strive to remain the best informed and the most innovative specialists in the field...whose goals are to advocate for and support competent Early Childhood systems for all children, especially the most vulnerable;
increase awareness of the importance of Early Childhood Development and of a qualified workforce;
be a leading Early Childhood network and learning community that promotes quality, equitable and integrated services for children, families and practitioners" (http://www.issa.nl/content/who-we-are).

Job Opportunities: I could not find any specific employment vacancies but I did find membership availability. To become a member with ISSA, one must choose between becoming a full member (voting rights) or  and affiliate member (non-voting rights).  ISSA invites non-profit organizations, academic and educational entities, foundations and associations with an interest in early childhood development to join as Full Members who have voting rights to all ISSA’s elected bodies and are encouraged to participate in the governance of the organization by voting for and serving on the Board, Program Committee, Membership Committee and other bodies. Affiliate Members (non-voting) is reserved for governmental bodies only and are encouraged to attend ISSA Council Meetings.

References

International Step-By-Step Association. (n.d.). Who We Are. Retrieved on May 13, 2016 from (http://www.issa.nl/content/who-we-are).

World Forum Foundation. (n.d.). About Us. Retrieved on May 13, 2016 from (https://worldforumfoundation.org/about-us/).

World Forum Foundation (2016). Global Leaders for Young Children. Retrieved on May 13, 2016 from (https://worldforumfoundation.org/wp-content/uploads/2015/12/Global-Leaders-for-Young-Children-2016-18.pdf).

World Organization for Early Childhood Education. (2013). About OMEP. Retrieved on May 13, 2016 from (http://www.worldomep.org/en/about-omep-2/).

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

Three national/federal organizations or communities of practice that appealed to me and why I chose them...

(1) National Black Child Development Institute (NBCDI)

                                        

Why I Chose this Organization: What appealed to me most about this group is there mission “to improve and advance the quality of life for Black children and their families through education and advocacy” (http://www.nbcdi.org/who-we-are/who-we-are). For more than 40 years, they have been at the forefront of engaging and educating leaders, policymakers, professionals, and parents on issues that directly impact Black children and their families. Being a trusted partner in delivering culturally relevant resources that respond to the very unique strengths and needs of Black children, NBCDI highlights relevant information concerning issues in early childhood education, health, child welfare, literacy, and family engagement. 

Job Opportunities: NBCDI Administrator is an employment opportunity that I would be interested in. Some of the skills and experiences needed to fulfill this role would be: Represents the president by welcoming visitors, reviewing correspondence; arranging organization dinners
and other functions; answering questions and meeting requests directed to the president; works collaboratively with the CFO and Operations; assist the Operations Manager in day-to-day coordination and management of operational activities; Conduct research and produce reports; and assist in data entry of accounts payable, accounts receivable and conference processing.

(2) National Child Care Association (NCCA) 

                               

Why I Chose this Organization: The NCCA, in conjunction with our members, work tirelessly to produce information to the public and policymakers based upon years of experience of best practice to deliver the highest. They believe parents should have the opportunity to choose the best programs for their children’s needs and supports expanding these choices for all families in all cases. In their understanding that early childhood professionals do not earn the same in salary and benefits that their counterparts in the public arena do, NCCA is committed to a high quality, skilled, and trained work force with the highest salaries and benefits based upon the free market place, demographics and competition.

Job Opportunities: I could not find any employment opportunities just a section were one can become a member for a fee. 

(3) The Annie E. Casey Foundation (AECF)

                             

Why I Chose this Organization: I chose this organization because I have read countless articles on research conducted by this foundation in the early childhood field as well as am aware of the funding that is given to various early childhood establishments. "Our work focuses on strengthening families, building stronger communities and ensuring access to opportunity, because children need all three to succeed. We advance research and solutions to overcome the barriers to success, help communities demonstrate what works and influence decision makers to invest in strategies based on solid evidence" (http://www.aecf.org/about/) and is devoted to developing a brighter future for millions of children at risk of poor educational, economic, social and health outcomes.

Job Opportunities: Program Associate, Jim Casey Youth Opportunities Initiative would be an interesting employment opportunity (although it would be based in Baltimore, MD!). Some skills and experiences that would be needed to fulfill this role would be: Minimum of seven years of experience (post-bachelor's degree) in human services; proven relationship building skills, adaptability to varied work assignments and ability to contribute to an environment that supports and reinforces teamwork; in-depth knowledge of youth engagement, adolescent brain science, positive youth development, system reform and practice and strategy implementation; strong writing, public speaking and presentation skills with preferred experience in presenting complex subject matter to non-expert audiences; and experience crossing boundaries of race, class, ethnicity and personal philosophy and the capacity to work effectively with a broad range of constituencies.


References

Annie E. Casey Foundation. (2016) Retrieved on May 6, 2016 
        from (http://www.aecf.org/about/).

National Black Child Development Institute. (2016). Who We Are.  Retrieved on May 6, 2016 from (http://www.nbcdi.org/who-we-are/who-we-
        are).

Exploring Roles in the ECE Community: Local and State Levels

Three local or state organizations or communities of practice that appealed to me and why I chose them:

(1) Families First, Inc.

                                             
Why I Chose this Organization: Families First, Inc. is a family services organization that has been serving and empowering Atlanta's most vulnerable families for 125 years.  They have served more than 37,000 children, women and families, have 12 office locations across metro-Atlanta, three (3) group homes that service foster care youth in our city, one (1) home that serves single mothers in the foster care system and one (1) home that supports formerly homeless teen mothers and their children. They also manage 45 units at a local apartment complex, which offers shelter and safety for homeless families struggling with a major illness, mental health concerns or substance abuse issues.  

Job Opportunities: The job opportunities that are offered are employment and volunteer. One employment opportunity that interests me would be a Healthy Babies Healthy Mom - TAPP Counselor. Some of the skills and experience needed to competently fulfill this role would be: a Master’s degree in public health, social work, nursing, mental health counseling, marriage and family therapy; and/or equivalent years of training and experience; if applicable, licensed in the State of Georgia; two (2) years, direct service (individual, group and family) experience in teen pregnancy, teen parenting, adolescent/youth development, and/or maternal child health; case management and interactive, group facilitation skills; bilingual Spanish a plus; previous experience utilizing an Electronic Clinical Record (ECR) a plus.

(2) Voices for Georgia's Children
                                                  
Why I Chose this Organization: Voices for Georgia's Children was created in 2003 to promote a public agenda in support of children and to focus on three broad policy areas: early childhood, child health, and disconnected youth. "We develop policy recommendations, educate and engage the community, organize advocates, and directly lobby agency staff and elected officials to achieve change" (http://georgiavoices.org/early-childhood/).  

Job Opportunities: For this organization, I would be interested in Pre-K Week Consultant. Some of the skills and experiences needed to fulfill this role would be: Excellent organizational and project management skills; strong team player with collaborative and flexible work style; strong written and verbal communications skills; excellent interpersonal skills; ability to analyze basic data and draw conclusions; familiarity with Salesforce highly preferred; knowledge of the structure of government and Georgia’s elected officials preferred.

(3) Georgia Department of Early Care and Learning (DECAL)

                                                 

Why I Chose this Organization: Bright from the Start (BFTS) "is responsible for meeting the child care and early education needs of Georgia’s children and their families. It administers the nationally recognized Georgia’s Pre-K Program, licenses child care centers and home-based child care, administers Georgia's Childcare and Parent Services (CAPS) program, federal nutrition programs, and manages Quality Rated, Georgia’s community powered child care rating system. The department also houses the Head Start State Collaboration Office, distributes federal funding to enhance the quality and availability of child care, and works collaboratively with Georgia child care resource and referral agencies and organizations throughout the state to enhance early care and education" (http://decal.ga.gov/BftS/About.aspx).

Job Opportunities: With this organization, I have actually applied and interviewed for some on their positions! Currently, there are no employment opportunities available.



References

Families First. (n.d.). Who We Are. Retrieved on May 6, 2016 from 
           (http://www.familiesfirst.org/who-we-are).

Georgia Department of Early Care and Learning. (2016). Retrieved on May 6, 2016              
          from (http://decal.ga.gov/BftS/About.aspx).

Voices of Georgia's Children. (2011). Retrieved on May 6, 2016 
         from (http://georgiavoices.org/early-childhood/

Profile of a Volunteer

For this post, I was asked to develop a profile of a volunteer, in which you describe the work of someone who has impacted the lives of other through volunteerism. I could make it personal by highlighting my own volunteer efforts, those of someone close to me, or describe the work of someone whom I do not know personally but whom I admire greatly. I searched within my life and the life of others and decided that I would take this post a different way! Instead of recognizing the volunteer efforts of a particular individual, I wanted to show appreciation for the work of an organization.

                                               

Volunteer BaseCamp is one of the world's longest running and most affordable international volunteer programs that started with three friends (Jim, Dave, and Noelle) who wanted to set about establishing a system and an overseas infrastructure that would help to connect and recruit volunteers with placements in a wide range of positions. On volunteerbasecamp.com, I found Early Childhood Education Volunteer section where ECE volunteers work with young children worldwide in an informal setting helping with learning fundamentals in day cares, orphanages and community centers. "These placements are perfect for students or graduates from an Early Childhood Education program and often can be incorporated into one's academic program. That said, these organizations are often overwhelmed simply managing the day to day needs of the children. So, even a volunteer with no background or training can be of considerable help in coordinating educational games and activities for the children." (http://www.volunteerbasecamp.com/Volunteer-Abroad-Placements/Early-Childhood-Education-Volunteer).

Opportunities range from being a Daycare Teaching Assistant Volunteer with the Salvation Army in San Jose, Costa Rica to a Preschool Teacher with Ebenezer Orphanage Center in Arusha, Tanzania in East Africa.

                         

                                             Daycare Teaching Assistant Volunteer: Salvation Army: San Jose, Costa Rica

Preschool Teacher Volunteer: Ebenezer Orphanage Center: Arusha, Tanzania, East Africa

I feel Volunteer BaseCamp and the international work that they conduct within the early childhood field has positively impacted others because these volunteers have taken the time to leave their home countries, possibly learn a new language, travel to a foreign land, and volunteer within their (foreign country) early childhood programs. As we know, these countries, their children and families are in such a great need and I think it is commendable that these individuals take advocacy to another level! I believe it is something to be said for those who forgo the comforts of their homeland for the promotion and advocacy of children and families in another continent!

Reference

Volunteer BaseCamp. (n.d.). Early Childhood Education Volunteer. Retrieved on April 14, 2016 from http://www.volunteerbasecamp.com/Volunteer-Abroad-Placements/Early-Childhood-Education-Volunteer

Using Social Media to Get Connected

I will be the first to admit that I have real love/hate relationship with social media! It can be used to connect with others, inform the community about upcoming events, form social clubs, and even advocate for causes that are important. BUT.... It has completely changed the way we communicate as human beings. I am more so talking about the people you see in the waiting rooms, restaurants, grocery store lines, and even in the early childhood classroom who are so consumed by what is going on with "social media" that they are oblivious to the world around them. Social media has gotten so bad in early childhood classrooms, I have seen centers make employees sign Facebook/Social Network/Cell Phone Policy statements. As you can see, I have my own personal hangups about it but I am very aware that it can be quite beneficial when used correctly!

                               

                                 

I try to reframe from using social media (although Youtube can teach you how to do anything in the world!) because I feel it has created a thin line between privacy and growth (whether professionally or personally). It my recent employment opportunities, the early childhood centers that I have worked at used Facebook as a means to connect with parents and the community and make everyone aware of various events concerning the center. But, I became a little disturbed at my last place of employment, when parents began to use the center's Facebook page for everything other than what was going on at the center! Facebook, Twitter, Instagram, Pinterest, and Youtube are several social media tools that could possibly lend themselves to effective advocacy. For example, I could use Youtube or even Twitter to share the results of various surveys/polls conducted within a specific community on a particular issue.

                                   

These tools are excellent to educate and inspire others in my advocacy work because I can fully highlight and express my objective, research, results, and face-to-face conversations with influentials. I understand social media allows me to reach a substantial amount of people but what other ways can I use it to promote my advocacy objective which is to: Reduce childhood poverty and improve optimal development of the child and family in the county of Gwinnett, Georgia (where I live) by offering Parent Programs in ALL early care and education facilities that assist in helping families achieve educational/employment goals through support and resources?

Advocacy Messages

       
        

“Our vision: Family economic security; Strong, nurturing families; Healthy child development (http://www.nccp.org/about.html)." This statement is the vision of the National Center for Children in Poverty (NCCP) and when I read it, I instantly felt inspired because these three goals set the foundation for the optimal development of the whole child as well as the family. This message is so effective in creating action because it outlines a step-by-step plan for the success of the child and its family. When a family is able to become financially stable, it sets the foundation for the unit to be strong and nurturing. When the family is strong and nurturing as a unit, it allows the child to grow in an environment that promotes healthy development. When a child experiences healthy development, he/she in return grows to become a healthy, productive citizen of society.



         

"CDF provides a strong, effective and independent voice for all the children of America who cannot vote, lobby or speak for themselves (http://www.childrensdefense.org/about/#About)." This statement is in connection with the mission of the Children's Defense Fund (CDF) and it moved me to action because of the voice for ALL children in America. As we know, there are some children whom "fall between the cracks", whose parents do not have the resources or education needed for the child to prosper and in return the child and the family fall victim to life's circumstances. CDF understands that such children and their families need a strong voice to advocate on their behalf more than anyone else. It's easy for the needs of poor children, children of color and those with disabilities to be hidden away, neglected, abused, and even exploited; CDF recognizes this reality and its mission is to be a strong, effective and independent voice for ALL, but particularly those in need.

References

The National Center for Children in Poverty. (n.d.). Retrieved on April 4, 2016 from http://www.nccp.org/about.html.

The Children's Defense Fund. (n.d.). Retrieved on April 4, 2016 from http://www.childrensdefense.org/about/#About. 

My Own Capacity

Which issues impacting young children and their families and/or the field of early childhood fuel your passion?

Childhood poverty is a social issue that impacts young children, their families, and the early childhood field and fuels my passion. My advocacy objective would be to reduce childhood poverty and improve optimal development of the child and family by offering parent programs in ALL early care and education facilities that assist in helping families achieve educational/employment goals by offering support and resources. This issue is so significant to me because of my personal experience with childhood poverty and low-income families and I fully understand the detrimental impact it has on the child, the family, the community, and society as a whole.

What special skills do you have that will contribute to your advocacy efforts? How will you incorporate these skills into your work?

The skill of experiencing life as a low-income family but also the education and knowledge of an early childhood professional is the greatest resource I have to contribute to my advocacy efforts. I fully understand the physical, mental, social, and emotional toll this circumstance has on the child and its family. I will incorporate this understanding into my work by sharing my story and my success and being the resource needed for families to have positive, life-changing outcomes.

In what ways do you hope to grow in order to be a more effective advocate?

To be a more effective advocate, I hope to become a more informed, organized, well-researched resource for children and their families. I want to become deeply absorbed in finding solutions to issues that affect children, their families, and everyone connected. I want to discover the leader in me and to obtain an understanding of social issues that affect these individuals so that I can help change lives and make an impact (even on a micro level) in the early childhood field.

My Role as an Advocate

My journey in the early childhood field began in 2004 as a receptionist for the Boys & Girls Club of the Big Bend. Attached to our organization, we had an early learning center and being the greeter for the entire building, I began to form relationships with the children and their families. I enjoyed seeing and interacting with the children and their families and began to spend more time in the classrooms helping out than answering the phone! At the time, I thought it would be impossible to become a teacher but 4 years later, I received my opportunity!

It is essential to acknowledge and foster advocacy efforts the micro as well as the macro level because there are significant issues that affect the optimal development of children and their families at each level. To be a community leader, it takes dedication and passion to the purpose, communication with stakeholders, organizations, and policymakers. One must be willing and able to connect with those who are directly affected by issues and confident enough in their ability to speak on the behalf of children and families. A community leader must be a believer and participant in life-long learning. Continuously learning about the issues, learning about the field, and learning about oneself as a professional and individual. It takes the resources of the people...meaning partnering with early childhood organizations such as NAEYC, local organizations, governmental agencies such as Department of Health and Human Services and the Department of Education.

The advice I would give to someone who was interested in taking a leadership role in advocating for young children and their families would be "to be the grain of sand that forms the core of the pearl, you must learn the gentle art of using disagreement about educational practice to your advantage…and you must choose when to stand firm and when not to. Not every issue is worth fighting; not every battle can be won. As an ethical professional, you may have hard choices to make. We urge you stand up for children and to make their well-being your primary concern; to say no when asked to do what is wrong; to insist on speaking what you know to be true; to risk making yourself unpopular; and to give others the courage to do the same. It’s a lot to ask. But it’s the right thing to do, and children need you to do it (Morrison, 2009; Feeney, 2010)"

As an early childhood professional, our goal is to teach young learners life skills that they can build a solid foundation on. It is essential for early childhood professionals to “stand up” for children and their families because “You are influential with your family and friends. They know and trust you and what you tell them about early childhood education and care may be more powerful for them than what they read in the newspaper or see on television. You are influential in your community. The people on your street, in your neighborhood, in your town know you. You are their expert on early childhood education and care, they trust you. You are influential in your local government. You know the friends, families, and associates of the members of your school board, your municipal council, and your state legislature. You represent the opinions and votes of those who elected them. You are as important, or more important, to them than any expert (Feeney, 2010)”.

Personal Advocacy Reflection

I would like to tell the story of my mother and how her selfless actions have encouraged me to be selfless in my dedication as an early childhood professional. Throughout my life, my mother has not only been an advocate on my behalf but so many others that have come into her life. Being a severe asthmatic since I was 14 months old (being hospitalized 46 times before my 17th birthday and on life-support four times), I KNOW the only reason why I am alive is because of my mother advocating on my behalf. But, one particular story that comes to mind of my mother advocating for others...is of a man who worked for my mother as her transportation specialist for her company. When he was hired for his position, he was a little overweight but reasonably able bodied and seemed as if he could do his job. But, after a while, she started receiving complaints from clients saying that he would fall asleep at red lights or at stop signs or in the car within 5 minutes of sitting. She investigated the complaints and questioned him about it. He admitted to it and began telling her other symptoms that he was experiencing. She researched his symptoms and suggested he see a doctor. He had no insurance. She took him to apply for medicaid and walked him through the whole process (including sitting with him during his medicaid eligibility interview). Once he received health insurance, she made him an appointment, attended the appointment with him, and he was diagnosed with Sleep Apnea. He had no idea. I still remember her telling me that the doctor told him during his appointment that his condition was so bad...he was surprised he was still alive. After receiving his diagnosis, she helped him get his CPAP (Continuous Positive Airway Pressure) device and now 20+ years later he is still thanking my mother for saving his life!

This is just one example of how my mother advocates for those who cannot help themselves. And by her life-long example, I found that when became an early childhood professional (and in life), it was my purpose to help beyond the classroom as many children and families that I connected with. I realized from my mother's examples that people are brought into your life for you to encourage and empower them to make positive life-changing decisions. This will always be part of what fuels my passion and work as an early childhood professional.  

When I Reflect About My Collegial, Professional Learning Community

When I reflect about my collegial, professional learning community, I can wholeheartedly say that I cannot come up with three consequences that I have experienced being a part of  a caring, collaborative learning community for my professional growth and development. The information that I have gained from my instructor as well as colleagues has challenged my perspectives, inspired me to work harder for understanding within this field, and has given me educational fulfillment. Now,  this may not be the correct way to answer the question: "Post at least three consequences of your experience being a part of a caring, collaborative learning community for your professional growth and development."; but, I have completely enjoyed my experience within this course (EDUC-6765-1,Early Childhood Systems.2016 Spring Sem)

One goal to enhance my system development on behalf young children, families, and the early childhood community would be to conduct further research into the early childhood system in place for my particular state and formulate a plan of how I can use this information to be a better advocate for the children and families that I serve in my program.

My Hypothetical Family Situation

Part 1: Who Are You?

Hypothetical Family Situation: I am a English native speaking, 17 years old woman. My child is a 6 months old infant who was born at 24 weeks with gastroschisis (an abdominal wall defect like omphalocele in which the anterior abdomen does not close properly allowing the intestines to protrude outside the fetus) which was corrected and is currently experiencing signs of developmental delay due to being born premature. As of a month ago, she stopped eating and is now being fed from a tube. She has now learned to turnover but has yet to crawl, coo, pull up, or sit up on her own. She does have stimulation of her extremities and communicates through crying and smiling. I live with my  60 years old aunt and uncle (who suffers from COPD) in a middle class neighborhood and my daughter's father passed away from Sickle Cell complications a month ago. I have several friends and family to support me with my daughter so that I can graduate high school and hopefully attend college.

My aunt cares for my daughter while I attend school but doesn't provide any cognitive or physical stimulation. I have been advised from my pediatrician to begin researching child care centers so that my infant will be able to socialize with others her age and in return gain certain developmental skills that she is currently missing. I need a facility that can handle his condition efficiently. As stated, she is eating from a feeding tube and can only turnover. She does not communicate verbally outside of crying and smiling. While my pediatrician has been a wealth of information, I have found it difficult to find outside care for her. When I find a facility that meets my needs, they are full and those who have spots available aren't equipped to provide care for my daughter's condition. A center that can provide Health, Early learning and Development as well as Family Leadership and Support would be a great resource for someone in my position. I receive public assistance/disability for my daughter but that is a journey within itself but it helps to pay for all my daughter's care (including medial supplies and doctor visits). I feel as if I am in need of a Family Advocate...one who can connect me to the resources we so desperately need. I am exhausted and running out of answers. What should I do?

The Political Will to Improve Early Childhood Systems

I'm not sure if the National Governors Association is currently being used by advocates or organizations to influence political will toward improving early childhood systems in order to foster the well-being of young children and their families but I found this website mind-blowing! The purpose of the NGA (National Governors Association) Center for Best Practices in regards to early care and education is to “provide information, research, policy analysis, technical assistance and resource development for governors and their staff in the areas of early childhood, K-12 and postsecondary education. The division focuses on helping governors develop effective policy and support its implementation in the areas of: early education, readiness and quality; the Common Core State Standards, Science Technology Engineering and Math and related assessments; teacher and leader effectiveness; competency-based learning; charter schools; data and accountability; and postsecondary (higher education and workforce training) access, success, productivity, accountability, and affordability (http://www.nga.org/cms/home/nga-center-for-best-practices/center-divisions/center-issues/page-edu-issues/early-learning-from-birth-throug.html)”. It, also, assists with policy issues related to bridging the system divides among the early childhood, K-12, postsecondary and workforce systems.


                                 

In the paper,  Alliance for Early Success: Building State Policies for Children and their Families, the NGA highlighted on different policy solutions that could improve the early care and education field. One of such solutions was: Adopt policies that encourage involvement of fathers (or noncustodial parents). The work that NGA does in regards to highlighting and implementing effective policies for governors and the early care and education sector, appeals to me the most because it specifically researches and organizes various policies for the betterment of the early childhood field. This entire section on the NGA website and its suggestions is for the betterment of improving early childhood systems.

References

National Governors Association. Retrieved January 27, 2016 from http://www.nga.org/cms/home/nga-center-for-best-practices/center-divisions/center-issues/page-edu-issues/early-learning-from-birth-throug.html

Parent, Family, and Community Engagement

In reviewing the Parent and Family Stories found on Head Start: An Office of the Administration of Children and Families Early Childhood Learning and Knowledge Center (ECLKC) website (http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs) the story of Melinda George (a Head Start parent, staff member, and doctoral candidate) had the greatest impact on me. Her story had such a significant impact on me because it was how my HS journey began! She started off as a parent, became an employee, and now a doctoral candidate. My journey with HS began with me being a parent and several years later, I became an employee where I was encouraged to finish my B.A. degree in Early Childhood Education Administration as well as receive my Director's Credential. "...if you want people to want more, you have to show them that's it's achievable (http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs)".

                                               

This is why involvement opportunities for parents and family members are so crucial and benefit young children, families, and the early childhood field. It is as Almeta Richards Keys states, "...there are many stories that I can tell, but I think the main story that I would like to say today is that Head Start is about empowering parents, empowering families -- about moving families to self-sufficiency (http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs)". In my experience with HS as a parent and teacher, I accomplished the goal of self-sufficiency and now I am a testament to the fact that when the teacher is successful, then he/she can show the parent how to be successful. When the parent achieves success, then he/she can show their child how to achieve goals. When the child is able to achieve their goals and dreams, then he/she brings even more to the community in which he/she resides or is employed in. From my experience and that of Melinda George and Almeta Richards Keys, HS set the foundation for such achievements which has a great impact on the family as a whole. When parents are encouraged to and supported in becoming involved with various opportunities within the classroom/center, this then strengthens the parent-teacher relationship, the student-teacher relationship, and everyone's overall experience within the program.

Reference

Parent and Family Stories on the website of the Early Childhood Learning and Knowledge Center (ECLKC), part of the Office of Head Start. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs.

Quality Programs for All Children

 From my perspective, it is hard to say what the current public opinion in the United States is with regard to the value and importance of providing quality services for young children and families because there are so many varying interpretations. Even with the argument of play, there are those (including parents) whom feel it is a waste of time; while others believe it is a critical component of "providing quality services" for early learners. From my professional and personal viewpoint, I believe the current public opinion with regard to providing quality services depends on who you ask. I have been actively involved in the early childhood field for about 12 years now and looking at the parents that I have met and interacted with, I have found that "quality" is a matter of perspective.

                                               


 Some parents just want a place to drop their child off because it is a necessity that they work but can't really afford those quality child care programs. There are other families that can afford (to a certain degree) quality programs for their children but don't really understand the significance or the value of such services. And lastly, there are those handful of parents who respect and appreciate high-quality programs and can afford the attendance for their child(ren).  From my standpoint, in being inside the centers in which is a substantial element of the early childhood field, most parents are not really concerned with if the center is quality or "high-quality" but more so how much is tuition and can I afford it. I believe it is the early childhood professional and those invested in this field whom are more concerned with providing high-quality services for all children and their families. But, what is the disconnect between the parents and the professionals?


"Every program has a culture — a set of expectations, language, routines, and ways of being together that shape the group’s identity. The culture you develop sets the tone, reflects who you are, and expresses how you want children and adults to live and learn together. Do professional development efforts to improve quality bring a culture of joy to the center, or merely a culture of compliance? For instance, do you see children and adults clearly engaged with each other and enthusiastic about what they are doing? Or, are they primarily focused on the schedule, regulations, and behavior management? Is there a palpable philosophy and identity in this program, or does it look like a page out of a catalogue that could be anywhere? Are the stories people go home with each day told with a sense of delight? Do the children and adults feel like they are part of a special community of friends who care about others and the world? (Carter, 2008, p. 33)". These questions influence the quality of the early childhood field, especially in regards to the early learning classroom. If the teachers, directors, and administrators do not express on a daily basis enthusiasm for the service that they provide, then how will the parents understand and in return appreciate/value the quality they receive?

                              

I hope that there will be a change in public opinion to the extent that the early childhood field receives the funding, support, and recognition needed (and deserved) so that we can incorporate well-trained, dedicated, passionate, properly educated individuals to continue the work and expansion of this field. I imagine that the related implications for young children, families, and the early childhood field will be a recognizable, across the board, mandated standard of high-quality and a zero tolerance for anything less.

  
 Reference

Carter, M. (2008). Assessing quality: What are we doing? Where are we going? Exchange, (184), 32–35.

What Resonates With You About Early Childhood Public Policy and Advocacy?

Part 1: Why did you choose this specialization?

"The commonalities between all five sectors (research/academia, child care, head start, health and well-being, and public early childhood education)  focus on the health, well-being, and education of the children and their families. The focus is further sustained by conducting research on children’s development and learning; adequately preparing early childhood professionals to support the children and their families; designing child care programs and curriculum that include all children (birth through third grade) and follow state standards and regulations; and ensuring that all child care is of quality, affordable, and easy to access (Laureate Education, 2011)".

I chose to focus my Master's degree on Public Policy and Advocacy because of my genuine passion for the mind, body, and spirit of children and their families. As a parent and early childhood professional, I am in the position to observe both aspects of the field. This gives me the opportunity to experience early childhood from a parent perspective but be educationally-equipped to find solutions to common problems that children and families face. I found that the more information I obtain, the better I am able to help the parents that I interact with. In continuing my education, I wanted to obtained higher learning in an area that went beyond the child care center/classroom. I wanted to get understanding on a state/government level so that I become a more efficient resource and can bring even more information to the children, parents, employees, and the community.

                                                       


Part 2: Advocates are essential in the early childhood field because “You are influential with your family and friends. They now and trust you and what you tell them about early childhood education and care may be more powerful for them than what they read in the newspaper or see on television. You are influential in your community. The people on your street, in your neighborhood, in your town know you. You are their expert on early childhood education and care, they trust you. You are influential in your local government. You know the friends, families, and associates of the members of your school board, your municipal council, and your state legislature. You represent the opinions and votes of those who elected them. You are as important, or more important, to them than any expert (Feeney, 2010 p. 451-452)”.

                                                  



Part 3: Three goals that I hope to learn about public policy and advocacy are:

1. To learn and understand the research conducted to which early childhood policies and best practices stem from.

2. To learn how to effectively advocate for children and their families.

3.  To learn what is truly at the core of the lack of interest from policy makers, funding sources, and government who disregard the vital part early childhood education plays in the healthy development of every child.

                                             

References 

Feeney, S. (2010). Who Am I in the Lives of Children?: An Introduction to Early 
Childhood Education (eighth ed.). Upper Saddle River, NJ: Pearson 
Education, Inc.

Laureate Education, Inc. (2011) [Multimedia program]. Sectors of the Early Childhood Field.

Retrieved from http://mym.cdn.laureatemedia.com/2dett4d/Walden/EDUC/6005/04/mm/Sectors/Main.html