This program has given me so much lessons in life, both personal and professional. Quotes from Dr. Seuss book, “Oh, the Places You’ll Go!” describes the direction and lessons I will carry forward as I journey towards making a difference in the different families and children I encounter. In the beginning of this course, the wordle I created included all the words that best described my passion and drive for the Early Childhood field, and it still will describe the goals I have set forth in becoming an early childhood educator. Theodor Geisel as Dr. Seuss reminds us that our potential is endless and we are going to achieve success. As a leader we always want to plan things out and deliver, and as a teacher I will do just that by making sure there is equality and equity in my classroom and accomplish that through partnerships I make with my peers and the families I serve. The quote, “You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose.” (Dr. Seuss, Oh, The Places You’ll Go!) reminds me that with the education and training I have achieved, I need to fulfill my goals of promoting the values I mentioned above to make a difference and to be actively part of the positive influencers in my community. Dr. Seuss further reminds me through this quote “And when you’re alone there’s a very good chance you’ll meet things that scare you right out of your pants. There are some, down the road between hither and yon, that can scare you so much you won’t want to go on.” (Dr. Seuss, Oh, The Places You’ll Go!), that I will encounter challenges along the way but I need to keep trying and never give-up, a lesson I have learned throughout this course combined with what the country is facing regarding the pandemic, unemployment, poverty and hunger to name a few which affects children and families daily. The program has made me realize that I am not just a “teacher” but an educator that has the ability to teach and make change. This is why my long-term goal has become Advocacy, for equal opportunities, the voiceless and for families who are in need. Thank you to Dr. Ernst for her wisdom and kind words that helped me work harder during this program and most especially to my peers who have supported me through their stories and comments. I have learned so much from all of you. Last but not the least, in Dr. Seuss words, I want to say “Congratulations! Today is your day. You’re off to Great Places! You’re off and away!” (Dr. Seuss, Oh, The Places You’ll Go!).

Resource:

Oh, the places you’ll go! Quotes by Dr. Seuss. (n.d.). Goodreads | Meet your next favorite book. https://www.goodreads.com/work/quotes/2125304-oh-the-places-you-ll-go#:~:text=29%20quotes%20from%20Oh%2C%20the%20Places%20You%27ll%20Go%21%3A,can%20steer%20yourself%20any%20direction%20you%20choose.%20Yo

I was raised travelling with my parents as they fulfilled their mission work for the Catholic Church. Because of that, I understood what it meant to serve the community and God at a very young age. We travelled to the different localities of the Philippines, countries such as Guam, Saipan, Australia, South Korea and the United States. It is so inspiring to work and learn the different cultures everywhere. If I was given the opportunity to work for an International Organization, I would prefer to work for a Christian company or an organization that focused on children and families.

World Vision is an organization that comes to mind. When my father permanently resided in Seattle, Washington he had the privilege of working at World Vision. I would be so blessed to work for a “global Christian humanitarian organization, who partners with children, families, and their communities to reach their full potential by tackling the causes of poverty and injustice.” (World Vision, 2016) Unfortunately there are no jobs related to the early childhood field but one job in particular caught my attention, the position is based on one of their projects launched in 2011, All Children Reading: A Grand Challenge for Development (ACR GCD). It is a partnership of the United States Agency for International Development (USAID), World Vision and the Australian Government that advances ed-tech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. The All Children Reading Project Director is a position that requires a Master’s Degree and 10-15 years of relevant experience working in an NGO environment. The position implements the ACR GCD strategy, track program milestones, mentor and coach staff and oversee and mange the ACR GCD budget to name a few.

UNICEF “works in over 190 countries and territories to save children’s lives, to defend their rights, and to help them fulfil their potential, from early childhood through adolescence.” (UNICEF, n.d.) Worldwide, UNICEF is committed to making the lives of children and their families better. A job in Italy caught my attention, part of the education unit of UNICEF, the Consultancy for Educational Measurement and Learning Assessment Researcher – Data Must Speak (DMS), “It undertakes and commissions research on emerging or current issues of relevance for children in order to inform the strategic directions, policies and programmes of UNICEF and its partners. The Office explores emerging issues, identifies research gaps, brings together existing research, and supports or undertakes new research and data collection to address critical questions and to inform global debates.” (UNICEF, n.d.) Its requirements include a University degree in psychometrics, learning assessment, statistics, education or related social sciences. The position is part time over a period of 11.5 months but very fulfilling. Specified tasks include research, collaboration with other DMS staff, evaluate the reliability and validity of learning assessments and systems, provide training in the areas of educational measurement and learning assessment. The position based on the tasks work hands on the development of school indices. Wow! That’s a lot! But keeping my hopes up that I get involved in positions just like this on an international scale so I can make a difference.

The United Nations is an intergovernmental organization composed of 193 member nations whose mission is to maintain international peace and security, protect human rights, deliver humanitarian aid, promote sustainable development, and uphold international law. Just by their mission makes me emotional and just want to volunteer and save the world! Kidding aside, the UN has very important functions which protect every human on this earth. Their history dates back to 1942 during WWII. They definitely have a very impressive resume. Positions available in the UN are labeled in different categories which include general services, field services, national and professional and internship. I checked under the professional category which included administrative, finance and management positions. A program management officer or project coordinator in various fields will be suitable based on my academic achievement and skill set. Although these positions do not directly work with children or in the field of early childhood, I feel that being part of a managerial position and making sure that projects and programs run smoothly, that will benefit children and families is still rewarding and worth it.

Resource:

About the UN. (n.d.). https://www.un.org/en/about-un/

About us. (2016, July 8). World Vision. https://www.worldvision.org/about-us

Jobs. (2020, May 27). World Vision. https://www.worldvision.org/about-us/job-opportunities/jobs

UN careers. (n.d.). https://careers.un.org/lbw/home.aspx?viewtype=SJ&vacancy=All

What we do. (n.d.). UNICEF. https://www.unicef.org/what-we-do

The U.S. Department of Health and Services (DHS) have 657 positions related to Social Work and 30% of these positions are with children. I always wondered how it would be like switching to Social Work with a background in child development. The world is under a lot of stress. Families and children need all the help from caring people in the government to assist in every aspect of life. Although jobs related to social work on the list require a Masters in Social Work, I was interested in working with children and families and provide assistance regarding benefits and services.

            Another area of DHS I was interested to work in was Head Start program. It is part of the public-school system found in most cities in the United States. In the Seattle Public School District, The Head Start program is located in 31 locations in the greater Seattle area. Looking at the career center for the district I found jobs in the special education field specifically an Early Childhood Teacher in special Education, the qualifications include a Bachelors Degree which is non-specific, and a certificate to teach in the State with Special education endorsement. My passion for working with infant and toddlers still reigns true and I am always drawn to being a teacher for this age group.

            Aside from being famous for its expertise on pediatric care, Seattle Children’s Hospital is also known for their compassion and open acceptance to all patients and families. They employ Child Life Specialist who help children and families go through the process of illness, injury, disability, trauma and hospitalization. My daughter who is now 11, was a patient on the oncology floor when she was 3 years old, and if not for the kindness and help of the Child Life Specialists, I am not sure our family would have ever lived thru the treatments and hospitalizations my daughter experienced. I saw their concern and dedication first hand. I am fortunate enough to have all the qualifications needed for this job. It allows you 12 months to obtain 480 hours of child life clinical experience and a certification in Child Life. The job is so rewarding but very emotionally demanding.

Resources:

Careers at Seattle children’s. (n.d.). Seattle Children’s Hospital. https://www.seattlechildrens.org/about/careers/

Head start programs. (n.d.). Office of Head Start | ACF. https://www.acf.hhs.gov/ohs/about/head-start

Why a career at HHS? (2020, July 23). HHS Careers. https://www.hhs.gov/careers/

“Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor.” (Wenger, 2006) As humans we all want to be part of something great! A group, a job or volunteer for something that has meaning so we can share our ideas and opinions and be part. As I was doing research on organizations that allow its members to collaborate and be part of their mission, I came across the Department of Energy. It was very impressive to read that “at the Department of Energy (DOE), communities of practice is used as a means to create organizational, social, and cultural change to support energy efficiency, renewable energy, and water conservation efforts.” (Reed, 2014) It was inspiring to further read that by using this tool, they create peer networks, identify roles and responsibilities, modify rules and allow people to discuss information to better manage the pace and direction of change. Another government agency which uses CoPs is the CDC or Center for Disease Control and Prevention. I think with a pandemic closing down our communities and interrupting our lives, it was important to see how the organization that provides us guidelines to maintain the safety and health of citizens operated under these conditions. Their site provided (accessible to all public health officials) a resource kit which presented the “how to’s” of initiating and launching CoPs. It was very informational and provided public health professionals to identify best practices and standards. Last but not the least is the School districts who implement communities of practice at some levels which include K-12 education. Although communities of practice are difficult to organize among school leaders, parts of the country like Ohio, San Diego, California and Washington State school districts implement CoPs. Both Ohio and Washington State have a group of principals regularly view videos and discuss effective instruction. This is amazing to discover that school leaders specifically principals in my home state of Washington care for the students and commit on improving education. The military in general is also an organization that actively uses CoPs and allow its members to collaborate and contribute to the success of the mission. Their process of communication and collaborating as a team doesn’t just involve uniformed personnel but civilians who work for the different departments are important contributing members to accomplish the mission. The military is highly in need of Social Workers in all branches of the military with varying positions, although my focus is in early childhood, I recently ventured into requesting information on a doctorate in social work and very interested in working specifically with military families. The Social Worker Director, Outpatient Mental Health position available in Seattle requires a certification or other post-master’s degree training from a nationally recognized professional organization or university that includes a defined curriculum/course of study and internship, or equivalent supervised professional experience. The job also requires licensure and certification. I love working with children but if my community needs social workers to work with military families that require me to assist with adults regarding mental health services, assistance and support, I feel that I am contributing skills to develop better adults who in turn will provide and care for their children better.

Resources:

Reed, John H., (2014, November). Communities of Practice: A Tool for Creating Institutional Change in Support of the Mission of the Federal Energy Management Program, Department of Energy. Retrieved from https://www.energy.gov/sites/prod/files/2015/04/f21/communities_of_practice

American Association of School Administrators. (n.d.). AASA | The School Superintendents Association. https://www.aasa.org/SchoolAdministrator Article.aspx?id=6998

(2020, April 28). Teach Washington. https://teachwa.org/

           

      When I made a decision in 2016 to pursue a degree in Child Development, it was because I realized I needed more skills to be a better parent. My youngest son was barely 2 years old and I thought, “this may be my last chance to teach him better”. Although I’ve had an accumulation of units in Child Development and worked as an infant-toddler teacher in the past, my drive to get educated was because I was a mother. Completing my degree in 2018, I realized that there is more that I want to learn. The reason has evolved from learning skills, to molding children, to contributing in supporting diversity and inclusion in the classrooms, specifically learning more and taking courses on special education.

            In the text, it reminds us that “we cannot fully bring about change in our early childhood programs and in the lives of children and families without improving the economic realities and institutions of the larger society.” (Derman-Sparks & Edwards, 2010) I would like to learn more about advocacy, so I can be the voice and fight for the rights of families and young children. My hope to for the future is to be able to give back not just to my community but to poverty-stricken areas of the world. I will strive to achieve high-quality training and be able to acquire resources, and work hard on fulfilling my Early Education bucket list. I will partner with families in child-rearing and promote equity in my classrooms. Last but not the least, model behaviors that promote equality and justice for my students and peers to emulate.

            I would like to thank the very patient instructors and peers that have contributed to my learning and realizations. I will take with me the beautiful stories and experiences you have shared with me. This course had a very intimate class, every single one of you supported, respected and valued my views and opinions. Thank you.

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).

For this week’s blog, I chose a country that is near and dear to me. I was born here. Although born with an American father and having a mother that does not fluently speak the local language, I was given the privilege of learning the rich cultural history of this country, enjoy its beautiful beaches and cuisine, and receive my education and learned to speak the language. This country is the Philippines. “Children in the Philippines are at risk for natural hazards, including typhoons, earthquakes and volcanoes, means advancing children’s rights are unstable. Inequities between regions and rich and poor to put children at risk.” (UNICEF, n.d.) Recent statistic states that “1.97 million children are affected by the humanitarian situation.” (UNICEF, n.d.) Children and families risk not having drinking water, sanitation, vaccines, food, and shelter to name a few. For 70 years, UNICEF has supported not only the critical aspects but the protection of children’s rights in the country.

Reminiscing on how I grew up has me in tears reading on the situations of young children in this country. I grew up sheltered, having food, helpers and nannies while over a million children struggle. A lot of children grow up in unstable homes and have to fend for themselves at a very young age. “Children living in poverty are at greater risk of behavioral and emotional problems. Some behavioral problems may include impulsiveness, difficulty getting along with peers, aggression, attention-deficit/hyperactivity disorder (ADHD) and conduct disorder.” (APA, n.d.) On top of all the hardships and emotional trauma, Filipino children are resilient and when you watch news coverage about the devastation of Tsunami’s and Typhoons you will still see the smile on their faces. They still persevere to reach their dreams and find the goodness from very small things.

In the beginning of my Child Development study, I wrote a paper on my long-term goals and one of them was investing my time and resources in the development of a no cost pre-school and child care center in the poverty-stricken areas of the country. This is a gesture of giving-back to the country and its people that have adopted me and given me a part of who I am today. Growing up in the Philippines, I have managed to acquire the resilience Filipino’s possess, the kindness and the hospitality which I am looking forward to sharing with the children and families that I will serve in the future.

References:

Effects of poverty, hunger and homelessness on children and youth. (n.d.). https://www.apa.org. https://www.apa.org/pi/families/poverty

Research and reports. (n.d.). UNICEF. https://www.unicef.org/philippines/research-and-reports

UNICEF Philippines. (n.d.). UNICEF. https://www.unicef.org/philippines/

In the resource “So Sexy So Soon”, authors Diane Levin and Jean Kilbourne explains the sexualization of young children by the media through the language used, toys, clothing and the actions of celebrities. The text further explains that the media negatively affects young children specifically girl’s self-esteem and a distorted attitude toward positive sexual development. It also explains how children’s view of acceptance by their friends is tainted because of the false messages the media provides. An example of this is having the most expensive clothes, shoes or imitating their television idols to be accepted by their peers. My 11-year-old daughter has recently suggested changing her hair color to blue and changing her entire wardrobe because she wants to look like an anime character. Children as young as her and even younger want to alter their physical features because beauty and popularity seems to be the most important thing. It is at times difficult for parents to handle this, either they’re too busy to sit with their children and have a one on one conversation or they just don’t want to be bothered by it. Fortunately, the resource also provides tools and strategies parents can use in order to limit children’s exposure to media and to help raise children with healthy sexual development and self-worth. Educators play a vital role in the positive development of children in these aspects. Most children spend eight hours or so in childcare which provides teachers with time to assist children develop positive self and body images, at the same time developing their unique self and not an imitation of someone else. In the text it explains,” Caring adults can do a great deal to help children develop to their full potential as boys and girls and help lay the foundation children need to develop caring sexual relationships of their own when they grow up.” (Levin & Kilbourne, 2008)

References:

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).

Levin, D.E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from: http://dianeelevin.com/sosexysosoon/introduction.pdf

In the past few weeks, not only are we experiencing a pandemic, the COVID-19 virus but a virus that not only infects our minds but also our hearts which is systemic Racism. I feel that as a nation we had to stop, pause and think about how we can change personally and not contribute to this consistent issue. I personally had to stop everything to reminisce about things I have done and said and recognize the simple conscious and unconscious microaggressions I have committed towards others. My oldest daughter Mary has often given me a nudge or a glare because according to her I would speak up blatantly about people of the same race as I am and complain about their driving. My children would have disgusting looks because they deem it inappropriate. It is a challenge to eliminate all of them especially the unconscious ones, but I have to be mindful of them because I have to set a good example for the families and children that I serve.

Another issue that I encounter because of my military background is ageism, I have a tendency to control situations and not allow children to speak or even younger parents because of my authoritarian training, and it clearly resembles ageism. This is another “ism” that I have to be conscious and mindful of because it will prevent me from building positive relationships with children and families in my classroom. I also don’t want to be a scary Pre-school teacher. Kidding aside, I am committed to help create a culturally respectful environment for children where there is positivity and acceptance. In the text it stresses that we “need to be willing to negotiate and compromise if necessary.” (Derman-Sparks & Edwards, 2010) I have to be able to listen openly to suggestions not just from the parents but also from my peers to find solutions and a common ground.

On a Thursday afternoon you will usually not see my neighbors out and about, but due to the crisis and everyone being homebound, I noticed my neighbor teaching his daughter how to ride a bike. As I leisurely and not obviously eavesdrop, I heard her ask if she can do it and be a champion. It was really uplifting to hear her say that she was going to be a champion if she accomplished such feat. I can pretty much guess their personal conversations indoors where her parents would encourage her to do things and tell her she’s a champion and she can do it. She was very animated with her hands and really showed how excited she was in learning how to ride the bike on her driveway without training wheels. The dad replied and told her, YES! And you are a champion! Yay! Let’s go! This statement obviously gave her so much confidence by her dad confirming she is a champion. As her dad pushes the bike the little girl screams with excitement but did not utter words instead screaming with her hands shaking in the air as her dad reminds her, hold on honey! Hold on to steer! But the dad ran to the little girl and caught her just in time before the bike crashed into the bushes. The little girl’s hand gestures and the dad’s response reminds me of one of the resources which “explains how the positioning of the children’s hands reflects their internalized understandings and can be viewed as a rich symbolic language.” (Nyland, Ferris & Dunn, 2008) From the beginning the little girl moved her hands quite often, although with words, she talked mostly with her hands and the dad had some sort of response which was accepted and confirmed by the little girl. Her hand gestures meant more than just animation which I immediately picked up during the time she rode the bike without steering. She was excited but nervous and the dad immediately picked that up as he ran towards her and saved her from the crash. It was a site to see because the little girl told her dad he was the champion because he saved her. I should eavesdrop more on my neighbors after this great experience of a father-daughter’s blossoming relationship. Kidding aside I believe I am not well versed with children’s hand movements in expressing what they want and need. Most of us teachers always encourage children to talk, using the expression “use your words”, and at times forcing them. But the value in hand movements, sign language and gestures are an integral part of communication. In the resource it also mentions, “that if adults do not listen to the language of hand’s they are depriving themselves of a valuable window into children’s thinking and learning.” (Nyland, Ferris & Dunn, 2008)

Resource”

Nyland, B., Ferris, J., & Dunn, L. (2008). Mindful hands, gestures as language: Listening to children. Early Years: Journal of International Research & Development, 28(1), 73-80.

I have always dreamed of establishing my own day care center. My first job in the early childhood setting was an infant-toddler teacher. And ever since, I focused my course of study towards 6 weeks thru non-walking toddlers which is like 14-15 months old. For this age group my center will be designed with windows at child level and a mixture of vibrant colors in the entrance. I would place staff offices near the entrance to be easily accessible for parents and visitors. I would have a room or a big room with divisions or movable walls for each age group. (infants, crawling babies, and pre-walking toddlers) This is to avoid any accidents for pre-walking toddlers to trample over crawling babies and infants who are having floor time. In the mornings as parents and children come in the rooms there will be a diverse selection of children’s music featuring the different cultures of the families that attend the center. The walls will feature high-contrast pictures for brain stimulation as well as child level pictures of themselves and family members. The purpose of posting family pictures is for the children to be reminded of their families, it is also a gesture by the center to show we care and to incorporate the diversity of the different families of our school community, similar to Adriana Castillo’s, “Nuestra pequena comunidad.” (Laureate Education, 2011) My center will feature dramatic play props, soft toys, simple puzzles and play structures appropriate for this age group. I will have built in storage, cubbies to put away materials, toys and personal items when not in use. The diaper changing areas, wash rooms and eating areas will be all separate from the main floor where children play and sleep. Other than the general fixtures, the center will present a comfortable and secure place where children and families feel at home. We will use materials that reflect the population of our classrooms by means of books, dolls, and other toys. My center will feature a family each month and display on the bulletin boards. At the same time have a parent night to build camaraderie among parents and staff which will feature the different cultures of our school community such as taco night or Asian buffet to name a few. In the text it states that “one of the best ways we can serve the children in our programs is to help their families deal with child-rearing issues.” (Derman-Sparks & Edwards, 2010, p.42) The parent and staff night will be a venue of collaboration, sharing of ideas and connecting with each other. The anti-bias environment that I will create in my center will provide “a sense of belonging and experience affirmation of their identities and culture.” (Derman-Sparks & Edwards, 2010)

Resource:

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).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author