My Learnings and Farewells

I can't believe my journey in early childhood studies has come to an end!  While this journey has been extremely challenging, it has also been rewarding and has greatly contributed to my learning and professional growth!  I very much appreciate the many insights and added perspectives of my Walden colleagues and professors.  Engaging in such a diverse, professional early childhood community has deeply broadened my learning far beyond what I expected.  I have loved learning from your knowledge, experiences and different cultures, and beliefs!  Reading your posts and feedback has often caused me to step outside my own thinking and truly reflect on the various viewpoints that were presented to me.  I wish you all the best of luck in your future work in the early childhood field.  I hope our paths will cross someday!  

3 deeply felt learnings I experienced during this course:

* The importance of building an extensive community of practice to give support, share passion, and increase understanding and resources.

*I still have so much more to learn!  The field of early childhood is extremely extensive and diverse, with many areas in which I can make a difference!  I found it difficult to narrow down my capstone topic, because I was drawn to many challenges to address.  I want to keep learning and growing, so I will continue to research, read, and seek professional development opportunities where I can engage with others in a community of practice!

*Oh the places I could go!  It was fun to research the many job opportunities that are available locally, in my state, nationally, and globally.  It was also very interesting to imagine what my future in the field of early childhood could become if I continue in developing my passion, learning, commitment, skills, and advocacy.

My goal for the future:

I have a dear friend who always says, “Keep on, keeping on!” I would apply this to my own professional career.  I know that my journey has not ended at my completion of my Master’s degree.  I still have much to learn, and more experience to gain.  I want to continue to “keep on” developing my leadership skills and knowledge of the early childhood field.  I want to “keep on” being a mentor leader and positively influence professional development and high-quality program development.  As such, I will “keep on” being a positive example for others, and remain flexible and open to learning and growing from those around me. 

I wanted to leave you all with this beautiful poem authored by David Whyte.  I believe it sums up the importance of working and learning together as we as we continue to build early childhood relationships, communities of practice, and advocate for children and families!

We shape our self

to fit this world

and by the world

are shaped again.

The visible and the invisible

working together

in common cause,

to produce

the miraculous.

I am thinking of the way

the intangible air

passed at speed

round a shaped wing

easily

holds our weight.

So may we, in this life

trust

to those elements

we have yet to see

or imagine,

and look for the true

shape of our own self,

by forming it well

to the great

intangibles about us.

Potential Early Childhood Careers in International Organizations

As I researched global career possibilities in the early childhood field, the following organizations were ones that most appealed to me:

Association for Childhood Education International (ACEI)

ACEI’s Statement of Commitment aligns with my own passion and vision of the early childhood field.  These include:

1. Promoting the inherent rights, education, and well-being of all children in their home, school and community.

2. Working for desirable conditions, programs, and practices for children from infancy through early adolescence.

3. Bringing into active cooperation all individuals and groups concerned with children.

4. Raising the standard of preparation for those actively involved with the care and development of children.

5. Encouraging continuous professional growth of educators.

6. Focusing the public's attention on the rights and needs of children, and on the ways various programs must be adjusted to fit those rights and needs.

(http://acei.org/about-us/principles/governance#sthash.F3YSKtDz.dpuf)

A job posting that looked interesting to me is the Member-At-Large Position as part of the ACEI Board of Directors.  Candidates who apply for this position should “demonstrate a clear commitment to furthering the education and well-being of children worldwide and are dedicated to promoting excellence in nonprofit governance.  Board of Director members play a critical role in making decisions regarding Association goals and the allocation of resources” (http://acei.org).   In addition, members must demonstrate a commitment to ACEI’s vision and mission, understand global early childhood issues, possess strong leadership skills, and represent diversity and inclusion.

UNICEF – Care for Child Development Program

According to the UNICEF website:
“UNICEF works with its partners in empowering families and communities to help every child get the best start in life. These efforts promote growth and development in the critical early childhood years by influencing key household and community practices and addressing the deep-rooted and complex social and economic factors that influence child-rearing practices” (http://www.unicef.org/earlychildhood/index_69849.html)

In conjunction with the World Health Organization, UNICEF has developed the Care for Child Development (CCD) play-based intervention.  Counselors use this program to help strengthen family-child relationships through play and communication in a home-based environment.  “Through play and communication, adults learn how to be sensitive to the needs of children and respond appropriately to meet these needs. These basic care-giving skills contribute to the survival, as well as the healthy growth and development, of young children.”

Although I could not find a job posting for a counselor in the Care for Child Development program, I feel working with underprivileged families in this capacity would be extremely rewarding and worthwhile.

Global Campaign for Education (GCE)

The Global Campaign for Education (GCE) is a civil society movement comprising of over 120 national and international coalitions working to end the global education crisis.  The mission of GCE is advocate access for free, quality public education for every child (http://www.campaignforeducation.org/en/)

GCE is working hard to implement six Education For All (EFA) goals that were adopted by the World Education Forum by the year 2015:

Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most disadvantaged and vulnerable children. 



Goal 2: All children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to free, quality and compulsory primary education by 2015. 



Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programs



Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults



Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality



Goal 6: Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

http://www.campaignforeducation.org/en/about-us/about-education-for-all

Current Job Posting Available at GCE:

Program Officer, Civil Society Education Fund

This position requires experience as a program officer, working with other national coalitions in up to 55 countries.  Candidates must have 2 years project work experience, relationship management, strong communication skills, attention to detail and high quality standards.  In addition, “Candidates must have a background in international development, campaigning, civil society engagement or education. You will be a fluent English speaker with excellent oral and written communication skills and strong attention to detail; competency in one of GCE's other official languages (Arabic, French, Portuguese, Spanish) is strongly desirable. Ideally you will have some experience of working with a diverse, international audience. Candidates must be prepared to undertake country visits and other travel as part of this role.”

(http://www.campaignforeducation.org/en/jobs)

National Roles/Jobs in the ECE Community

Three Early Childhood Education Jobs/Roles at the National Level:

NAEYC

The first organization that I would be interested in working for is the National Association for the Education of Young Children (NAEYC).  NAEYC is the world’s largest early childhood organization, promoting a standard of excellence in current research and ongoing professional development.  According to the website, NAEYC’s mission is expressed in three goals:

1.        Improving professional practice and working conditions in early childhood education.

2.        Supporting early childhood programs by working to achieve a high-quality system of early childhood education.

3.     Building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children (www.naeyc.org)

I wish to be a strong advocate for children, and to influence best practice not only in my current early childhood program, but others as well.  Therefore, the job that appeals to me at NAEYC is the Senior Director for the NAEYC Academy for Early Childhood Program Accreditation.  This role requires effective leadership, supervision, and organizational skills to manage the accreditation team and program, and the ability to work with NAEYC senior leadership in developing quality improvement processes for early childhood systems at the national, state and local level.  Strong interpersonal and communication skills would also be required due to the collaborative nature of working with many early childhood programs.  An advanced degree in business administration and/or early childhood education is preferred (http://www.naeyc.org/about/jobs).

HFRP (Harvard Family Research Project)

The challenge that I am most interested in addressing in my role as an early childhood program director is strengthening family partnerships.  The Harvard Family Research Project (HFRP) is dedicated to offering professional development, research, and resources targeted to helping early childhood professionals connect with and engage the family in early childhood education.  Additionally, “HFRP’s work influences policymakers, practitioners, researchers, evaluators, philanthropists, teachers, school administrators, and concerned individuals” (www.hfrp.org).  There are currently no job positions available at HFRP, however, I have recently joined their Family Involvement Network of Educators (FINE), which is a national network of people with access to current research, resources, and collaborative efforts related to this topic.  The information offered by FINE and HFRP has contributed greatly to my knowledge and development in addressing my chosen challenge. 

Zero to Three

Zero to Three is a national, nonprofit organization providing research and information to policy makers, parents and professionals on many early childhood topics including brain development, social-emotional development, play, and family engagement.  I have a passion for mentoring and training early childhood professionals, therefore, a current position that interests me with Zero to Three is the Senior Training Specialist.  The Senior Training Specialist develops and provides research-based training in diverse venues (conferences, workshops, webinars and/or webcasts) as a part of the Early Head Start National Resource Center.  This position requires one to have strong knowledge of early childhood development, Early Head Start program development and standards, excellent training skills, strong communication and interpersonal skills, computer/power point, and the ability to work collaboratively with others.   A Master’s Degree in the early childhood field is required (http://www.zerotothree.org/about-us/careers/jobs/senior-training-specialist-5-14.pdf)

Exploring Roles in the Early Childhood Community

          I am currently the center director for an early childhood care and education program in a hospital-based organization.  I enjoy my role, and I especially love working for Intermountain Healthcare.  Three key communities of practice for my role include my hospital organization’s administration and support teams, as well as the State of Utah’s Office of Childcare Licensing, and the Care about Childcare (Child Care Resource and Referral) networks that provide ongoing quality guidelines and professional development to my team and myself.  I do not intend to leave my current position because I am very fulfilled and happy where I am.  However, I did research other roles that have either previously interested me or that I might have an opportunity to pursue in the future.  Because I love the supportive community of practice that I work for, I first explored a couple of roles that are available in the early childhood field within the corporation I am currently employed. 

Hospital-based Child Life Specialist

            These early childhood professionals are trained to give emotional support to help families and children overcome the challenging experiences of being treated in a hospital environment.  They help children cope with treatment, pain management, and/or stress through therapeutic play, education and self-expression activities.  They also provide educational information, support and guidance to family members, as well as educate hospital staff and other caregivers about the needs of children under stress.  The requirements of this job include a Master’s degree in the field of early childhood, as well as Child Life Certification and medical experience through an internship program in a qualified hospital program.  It is essential that an Child Life Specialist has effective and empathetic communication skills and a strong knowledge of not only early childhood education, but medical terminology and practice in order to offer support to pediatric patients and their families.

Administrative Director of Child Care Services – Corporate Health Care

            The Administrative Director of Child Care Services provides expertise, training and consultation to the hospital corporation regarding multiple hospital-owned child development centers and the development of child care initiatives and policy.  This position ensures operational effectiveness and that quality standards are met by departmental staff including the health, safety, care and developmental education of the children attending the organization’s child development centers.  The Administrative Director supervises and mentors the directors of each child development center, and assists all the directors in operational, team engagement, professional development, and quality processes.  This position requires a Master’s degree in Early Childhood Development and at least five years experience directing multiple childcare sites.  This position also requires a strong emphasis on business management and leaders skills, strategic planning, collaboration with other hospital organizational services, curriculum and policy development, and the ability to educate and train adult learners.

State of Utah – Five County Director of Child Care Resource and Referral

            The Director of the Five County Child Care Resource and Referral (Care about Childcare) collaborates with several government agencies to provide support to families and child care providers.  These agencies include the Department of Workforce Services, Office of Childcare and the Five County Association of Governments.  The professional duties of this role involve improving and supporting quality childcare in Southern Utah by overseeing professional training and conferences for early childhood providers, overseeing grant programs and quality initiatives, and offering referral and education services to families looking for quality early childhood care.  Requirements needed for this role include a Master’s Degree in Early Childhood Education, strong communication and collaboration skills, experience with grant writing and implementation, organization to maintain a database of child care and education providers and families, extensive early childhood knowledge to develop training curriculum for providers, and the ability to train and supervise adult educators who provide ongoing early childhood professional development.