Jobs/Roles in the ECE Community Internationally

 

The first organization I inquired about is OECD. The Organization for Economic Co-operation and Development (OECD) is an international organization that works to build better policies for better lives. Our goal is to shape policies that foster prosperity, equality, opportunity and well-being for all (OECD, 2021). While learning about this organization I discovered that there are several things that interest me.  

There is a Policy Analyst and Advice position that will give me access to current and upcoming trends and policies and to also be able to meet and work with many other individuals all around the world. “EDU/PAI is looking for one or more Policy Analyst(s) to support its work providing education policy analysis and advice to countries both within and beyond the OECD” (OECD, 2021).  

Ideal Candidate Profile 

Academic Background 

• An advanced university degree in economics, education, public policy, social sciences, or a similar discipline. 

Languages 

• Fluency in one of the two OECD official languages (English and French) and knowledge of the other, with a commitment to reach a good working level. 

Contract Duration 

• One-year fixed term appointment, with the possibility of renewal. 

The above are just a few things to highlight of what would be needed for this position. I would love the opportunity to meet individuals from all over the world and hear and share their views along with their resources all over the country with whomever I can. Teaching, traveling, helping others and meeting new people would be would be a dream come true.

 

The second organization I came across that would be ideal for my CoP was found with the OECD link. I discovered it while looking for ESL positions in Dubai. The organization is Education Affairs Office (EAO). The mission of the Education Affairs Office (EAO) at the Crown Prince Court is to support our country's ambitious education goals through community engagement, superior education advisory, and high-impact initiatives that stimulate the potential of principals, teachers and students (OECD, 2021). I was drawn to this organization because their focus is on devising ways to making the learning and teaching experience more successful by doing a survey to ask teachers what they need to be successful. “Qudwa 2019 created a framework that invited teachers to explore techniques to illuminate students’ connections to their communities and the world, to encourage their capacity for problem solving and collaboration, and to instill a lifelong learning mindset. The overwhelming feedback from teachers in the UAE was that teaching for global competence requires an update in teaching methods and, more importantly, a change in teachers’ mindsets “(OECD, 2021). 

The last organization that would be a good source to include in my CoP is UNESCO. UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in Education, the Sciences and Culture. UNESCO develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education (UNESCO, 2021). I believe that having UNESCO a part of my CoP is important because they believe that no matter where you are from and what your language is that all children deserve the opportunity and access to tools for learning to develop into their best selves.  

 

References  

OECD. (2020). Teaching in the United Emirates: 10 Lesson from TALIS. Retrieved from https://www.oecd.org/education/talis/Teaching_in_the_UAE-10_Lessons_from_TALIS.pdf. 

OECD. (2021). Retrieved from http://www.oecd.org/ 

United Nations Educations, Scientific, and Cultural Organization (UNESCO). (2021). UNESCO in Brief - Mission and Mandate. Retrieved from https://en.unesco.org/about-us/introducing-unesco 

Image: https://www.ggc.edu/academics/internationalization/international-learning/

Image: https://www.facebook.com/pages/category/Education/Ashcroft-International-Learning-Centre-109464194049375/

Image: https://www.interlcenter.com/

Jobs/Roles in the ECE Community on the State and Federal Level

 

There are an overwhelming number of organizations that could foster the ECE field. I selected TESOL, the International Literacy Association, and the Department of Education as additional organizations that could greatly benefit the needs of children, families and the early childhood field. 

My reason for selecting each is because the believe in the value of an equal education for every child. TESOL International Association advances the expertise of professionals who teach English to speakers of other languages in multilingual contexts worldwide (2021.) 

The International Literacy Association believes that literacy is the foundation to all learning (2021). 

The Department of Education mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access (2021).

While each has it's own criteria for being involved in it career field it is my most sincerest belief that the absolute best quality to have is a love for children and their families and an even great passion for equality and progressive changed for better in the ECE community. 

For the first two organizations the provide ways to prepare for jobs in ESL and of course the best qualification in either is to become ESL certified. The Department of Education currently has jobs available in the technology field which does not interest me much but in order to qualify for any of the 11 positions they have available I would certainly need to have some interest in that field. I would also need to have a higher level of training with software programs. The other position that caught my attention with the department of education is the Contracting Officer Representative which the qualifications are :

Specialized Experience: For the GS-13 level, you must have one year of specialized experience at a level of difficulty and responsibility equivalent to the GS-12 grade level in the Federal service. Specialized experience is defined as experience that is in or directly related to the line of work of this position and has equipped you with the knowledge and competencies to successfully perform the duties of this position. More specifically, specialized experience must include performing at least two (2) of the following three (3) duties or work assignments:

1. Experience with technical and service contracts, procurement, and acquisition policies and regulations sufficient to analyze and interpret policy directives to write Standard Operating Procedures and directives for the organization and assess the impact of new procurement directives on headquarters programs.
2. Experience in communicating technical and service contract issues to the vendor and making recommendations to management.
3. Experience in working with contract administration program principles, policies, concepts, and objectives to negotiate, monitor, evaluate, and administer commercial activities contracts.

References 

TESOL global Partners. (2021). Retrieved from https://www.tesol.org/

The international Literacy association. (2021). Retrieved from https://www.literacyworldwide.org/

Home. (2021). Retrieved from https://www.ed.gov/

Exploring Roles in the ECE Community

 

The organizations and communities of practice that appealed to me are Childcare Group, The South East Texas Food Bank and Workforce Solutions. Each organization provides a service that helps both children in their families on several levels. 

During my research I came across the Childcare Group, it drew me in because it supplies a needed service to both children and their families. Their mission to champion a strong two-generation system that instructs children and parents, trains early childhood professionals and helps families (CCG, 2021). They have been helping families dating back to 1901. What I love most is their “two generation” approach. Childcare Group works to end the cycle of intergenerational poverty in our community by using the research-based Two-Generation Approach that links our high-quality early childhood education programs with other core programs and services that help families increase self-sufficiency. Having support in taking care of your family is not something every person has the pleasure of experiencing in my opinion and is often something that makes the difference in the development of a child. Childcare Group does more than prepare early learners but their parents as well by collaborating with other entities that provide services to access resume building and job training programs, GED and ESL classes, health screenings, parent-directed education programs and several other services (CCG, 2021). Childcare Group has a vast number of positions available and is the 1 of 3 that had a job opportunity of interest. The Preschool Resource Teacher is one that interest me. The qualifications for this position are: 

Education and Experience 

• One (1) year experience working with young children preferred 

• Desire to work with children ages 3-5, have general knowledge of child development 

• Ability to work as a team member 

• Organizational skills and written and oral communication skills 

• Ability to work effectively with all levels of staff, parents and center volunteers 

• Regular and prompt attendance required 

• Unquestioned integrity and commitment to uphold ChildCareGroup’s mission, vision and core values 

The South East Texas Food Bank is an organization that I have volunteer with on many occasions. I selected the foodbank because I love what it stands for. It allows families to get boxes of food to feed their families. They also gather resources from all around the community to service families. To be a volunteer you must register and be approved to work in the facility or with children and their families. The have a program called School Tools. The goal of this program is to provide tools for children of low-income families so that they can be equipped at home or school (SETX FB, 2021).  

The third and finally organization I did further research on is the Workforce Solutions. I have an interest in Workforce Solution for is access to resources that can aid those children of families that are not eligible due to age, income, or other reason for childcare assistance.  

These organizations to me provide need resources and support for both children and their families which are important to me in reaching the total child in getting to know them and their family's needs. 

 

Resources  

https://childcaregroup.org/contact-us/join-our-team 

https://setxfoodbank.org/programs/school-tools/ 

https://www.workforcechildcare.org/resources.html 

Photo: https://tanglewoodpta.org/product/helping-hands/

Practical Application in the Early Childhood Field

 

In this last course of my program I find myself reflecting over how much every course taken has broaden my perspective on diversity, equality and the many factors that play a role in shaping us into the individuals we are today be it in our personal or professional lives. It is week 1 of EDUC 6990 and much like the other courses I am anxious to learn more !

Reference

Quote: https://thejanegroup.org/leadbig/category/diversity-inclusion/

Reflecting on Learning

 

Over the past year or so the passion that I have in relation to my future in early childhood profession with children and their families that I will be working with is to establish and build as solid as possible foundation between everyone involved in my students developmental learning. I think that developing relationship will provide needed information on my students and their families that will enable me to incorporate their cultures, languages and strengths into our curriculum where they can see themselves and others with respect, empathy, an understanding of each other's lifestyles. While I am aware that there will be challenges along the way my plan is to reach out to colleagues and those in my professional circle to ensure that I remain open-minded and unbiased in my daily approach to reaching and teaching the children in my community.  

I genuinely appreciate everyone in my EDUC 6358 course for sharing their personal and professional experiences over the years that have influenced their relationships with families. You all are an exceptional group of professional that I have sincerely enjoyed learning from. I wish everyone the best in all of your future endeavors.   

Reference

https://www.pinterest.com/pin/381398662177081179/

https://www.pinterest.com/pin/77335318587095127/?d=t&mt=login

https://www.pinterest.com/pin/15833036176694044/

Impacts on Early Emotional Development

 

The area of the world I selected is Latin America & Caribbean. I initially selected this area due to the fact that many of my vacations have been in these areas and I am always fascinated when I have encountered the well mannered and often hard working young children in theses areas. I find it extremely humbling to know that children in these areas are challenged with many of the same natural disasters as the children in our areas with an added responsibility of having to help maintain their families home life. "At least 23.4 million children are in need of humanitarian assistance across the region, compared to only 7 million last year. This spike is largely driven by the devastating impacts of the COVID-19 pandemic, the growing migratory flows and an increase of extreme natural disasters exacerbated by climate change, such as hurricanes and droughts" (Duvillier, 2020). Living in South East Texas we are known for having hurricanes hit this area and this year was certainly tested with several of them. In the height of hurricane season we were like everywhere else in the world still dealing with COVID-19, loss of family members, loss of employment for some, depression for most, and so much more. These are also factors that have effected children and their families in Latin America & the Caribbean. 

In Panama City “Stronger hurricanes, larger migration flows, and the COVID-19 pandemic have left millions of children without schooling, without protection, without water, and without immunization" (Duvillier, 2020). Having to go without water and immunization are to vital components to a healthy lifestyle. Children need both to remain healthy. With all of the natural disasters and adding COVID-19 to the equations to life challenges providing adequate resources has stretched humanitarian assistance thinner than the usual. Children have to take assistance from where ever they can to make it day-to-day. Many children here in this area face those same challenges without the natural disasters and it literally breaks my heart that any child has to go through life this way. According to Duvillier "The economic impact of the pandemic has pushed millions of families and their children into poverty. Over 123 million children are still out of the classroom and have lost over four times more school days than children in the rest of the world. Nearly 21 million and 83 million people lack access to basic drinking water and basic sanitation, respectively. Faced with this dire situation, there is a risk that an entire generation will be lost" (2020). While lack of education and mental stability are a result of the devastation of 2020 pandemic loss of life is even more devastating for not only those enduring it but the ones left behind as well. Without shelter, food , medical attention and other basic needs people lose faith in themselves and the others care. Based off what I have seen and read about feeling hopeless and like nobody cares, can take a toll on a persons outlook on life and they tend to give up on trying to help themselves. Because children and families in Latin America , Panama City in particular are lacking most if not all their basic needs due to lack of supplies I can see why their numbers are stacked against them. I applauded organizations like UNICEF that dedicates its time and resources to do all they can possibly do to assist as many families as they can. 

As a personal reflection, I think that it is important to share with children the advantages and disadvantage there are in this world in addition to what they can do to become a part of a change that can help someone else. It is never to early to teach children how to become an advocate for children in other countries. When we are teaching children how to respect others differences, languages, cultures and so on we can also share with them ways that they can not only learn about children and families in other countries but how the smallest gestures can be put to work to pay it forth for struggling countries. Picking a country that may be struggling to research on and brainstorming on ways they can help can build empathy and character in children that will carry on with them hopefully into their adult life. Something as simple as saving pennies, or sending small supply donations are ways they can pay it forth. Although we are all struggling in some form or another from the disaster that has been 2020, there have been some learning opportunities as well. I personally have learned to use my resources more, taken more time to appreciate family and just the overall quality of life, and just value the smallest of things. Some of us have gotten better in our careers , some of us have developed careers, children have had to rely on their parents for learning and gotten closer to them because of it, educators have become more crafty in assisting those who do not have home support and for that they have build stronger relationships with their students. It does sadden me to look back and know that children in other countries are struggling but I also know that I can contribute a small portion of myself by being and advocate as well as donating.  

Resource 

Duvillier, L. (2020). Latin America and the Caribbean: The Number of Children in Need of Humanitarian Assistance Has More Than Tripled This Year. UNICEF. https://www.unicef.org/lac/en/press-releases/the-number-of-children-in-need-of-humanitarian-assistance-in-lac-has-more-than-tripled-this-year

Photo:UNICEF/UN0367872/Cálix/AFP-Services

The Sexualization of Early Childhood

 

 I personally think that guiding children through who they are to become starts with labeling them with categories with colors and toys. While we as parents and educators play a key role in them knowing the difference between a girl and a boy manufacturers and advertising also play a major role in how children see themselves. As perfectly stated in Derman-Sparks, “young children struggle with many issues as they attempt to understand what being a girl or a boy means” (2010, pg. 91).  

To encourage our children to embrace their feelings and explore their feelings with no limitations we tell them positive things like you can be whoever you want to be and you can do whatever you want to do. While that is a true statement we also turn around and purchase their clothes according to color, buy their toys according to what society says is for boys which is trucks, cars, footballs and things of that such and of course Barbie dream houses, dolls and kitchen sets for girls. Sometimes unintentionally we make the mistake of using color sexualization in class when we give an assignment and use blue for boys and pink for girls. This can sometimes make a similar mistake in the play area sending boys to play with balls and girls to go to the swing set. There is also a more common phrase that both parents and others make by stating if they see a little girl playing rough is “that’s not how little girls behave”. For boys sometimes if they are upset or crying the phrase “you’re crying like a little girl has been used”. Statements like that can be confusing to children because we want them to be comfortable with who they are and how they are feeling but we unintentionally judge them and make them questions themselves when they do. “Young children will believe that they can switch their gender by shifting their behavior” (Derman-Sparks, 2010, pg. 91). While a child home life will also play a part in their confusion it is essential to building those relationships with both children and their families to help children that may struggle with their confusion with gender. I think that were gender is concerned when speaking to be mindful of keeping stories, toys, colors neutral and reminding students as we teach that there is no specific color, toy or thing to do makes them any more or less of a boy or girl will be helpful with sexualization. “When teachers model a range of roles and interest that transcend traditional gender stereotypes, they encourage and support children in exploring a wide range of cognitive, social, and emotional learning experiences” (Derman-Sparks, 2010, pg. 93).  

This week topic has further influenced me to look deeper in uncovering more ways to approach and support children and their identities along with ways to keep sexualization of learning and play neutral so that it can hopefully make a smoother transition for their everyday life and developmental learning.

Reference 

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Photo:https://byclaudya.com/pink-is-for-boys-blue-is-for-girls-or-its-all-arbitrary/