Thank you and Farewell!

Participating in the Early Childhood Studies Masters’ Program during the last two years was an amazing experience. Not only was I able to increase my knowledge about the field, I had many opportunities to self-reflect which has been a learning experience all on its’ own. Along the way I ‘met’ some incredible people each who are making a difference in this world in their own way and whose support I could not have done without.

Looking back, there are several deep felt learnings that I feel I am walking away with as a result of this program. One of the main messages I feel I am walking with is that each of us early childhood professionals CAN MAKE A DIFFERENCE. We must not think that our contributions are too small to matter because they are not. We have to be the voice for those who don’t have a voice to make a difference. We have to speak up for the youngest and the most vulnerable in our world, our children.

The second message I am walking away with is that each of us are not alone in what we do. There are many amazing individuals who share the same passion as us for making a difference and we can find strength and support in each other. The idea of a community of practice that can come together to make a difference truly resonated with me. Knowing that I can reach out to others for support gives me more confidence to step into the path of advocacy. This also made me think about the importance of relationships in the work we do. Strong relationships with children, families and colleagues serve as a strong foundation for the work we do.

Finally, I learned that being an early childhood professional is being open to a continuous process of learning. Taking the time to reflect on yourself as individual; your passion, your attitudes, biases are all important. Just because our Masters’ program has ended, our learning shouldn’t end here. We should be continuously aware of changes occurring in the field, new research and always be open to new ways of thinking.

When I enrolled in the program, I was uncertain about what career path I should follow. Participation in this program has made it a little clearer. My short term goals are to further develop my leadership to prepare myself for the long term goal of being a child and family advocate.

As I write this final blog post, I have very mixed feelings. While I am very excited to have more time to spend with my family and plan outings and activities without having to worry about deadlines, I will also miss checking in with my colleagues and professors several times a week on the discussion board and through our blogs. I have been fortunate to have interacted with many wonderful people throughout this program. I am truly grateful for the support of all my colleagues and each of my professors. A special thank you to Dr. Darragh for all the support and advice she provided me in developing my capstone.

As we all continue our professional journeys, I hope we all stay true to our passions and follow our hearts to bring about the change we all desire to see. I hope our paths  Thank you all and best of luck!

Keshika Dias  

Keshika.dias@gmail.com

Jobs/Roles in the International ECE Community

This week, I spent time researching international organizations that work on improving the health, well-being and education of children around the world and came across several that appealed to me.

The first organization I researched was FHI 360. In their vision statement the organization states that it ‘envisions a world in which all individuals and communities have the opportunity to reach their highest potential’. They aim to do so by ‘integrating locally driven solutions’. As someone who strongly believes that each child and individual should have access to opportunities to improve their well-being, the work of this organization was especially appealing to me. Some of the issues they work on include economic development, education, gender, health and nutrition. They currently have an opening for an Education Professional Development Advisor based in the Democratic Republic of Congo. One of the primary responsibilities associated with this role include overseeing and coordinating the planning and implementation of strategies to improve teacher professional development, teacher coaching and teacher mentoring in targeted areas. Qualifications to be considered for this role include a Master’s degree in Education, Education Management or related field, minimum 5 years field management experience, 8 years’ experience in development programs and experience with research, monitoring, evaluation and application of findings to improve programs. Although I don’t possess the experience and some of the skills required for this position, the possibility of contributing towards developing the capacity of educators to strengthen the education system in another part of the world seems very appealing.

The second organization I found interesting is the United Nations International Children’s Emergency Fund (UNICEF). The belief of this organization is that ‘nurturing and caring for children are the cornerstones of human progress’. With this belief in mind UNICEF works to overcome the many obstacles that children face surrounding issues of poverty, violence, disease and discrimination and advocate for measures to give children the best start in life. I found this organization appealing due to the its’ primary focus on improving the well-being of children throughout the world through various partnerships.  UNICEF currently has an opening for an Education Officer based in Cambodia whose role is to support UNICEF’s Cambodia Education Program. Some of the required qualifications and skills for this post include an advanced degree in Education, International Development, Social Sciences or related field, experience in Project Management, experience working in the UN or other international development organizations, ability to work well with others, good communication skills, writing and analytical reporting skills, budget management and a drive for achieving results. Once again, the ability to assist in the strengthening the education system in another part of the world and learning how a UN organization functions is very appealing.

The last organization I researched was World Vision, a Christian humanitarian organization dedicated to working with children, families and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Their work spans over 100 countries throughout the world. I fully support their vision which the website states as ‘our vision for every child, life in all its fullness’. I firmly believe that every child should have the opportunity to live a full life. They currently have an opening for an Education Technical Manager based in Cambodia. The primary purpose of this role is to provide leadership to integrated education programming in World Vision Cambodia to improve child well-being outcomes on education and collaborate with other stakeholders to achieve the national advocacy agenda on education.  Qualification required for this position include a master’s degree in education, excellent English verbal and written skills, ability to analyze and solve problems, persuade, network, negotiate, strong planning and organizational skills, at least 5 years’ experience in rural community development with a focus on education and at least 3 years in program/project management.

Having researched various international organizations this week, I realized that there are many opportunities throughout the world to make a difference in the lives of children, families and communities as a whole. Although I currently don’t possess all the skills and experience needed to qualify for many of the available roles, I hope that over time I will have the opportunity to do so.

References

FHI360 (2014). Our vision and mission. Retrieved from http://www.fhi360.org/about-us/vision-and-mission

UNICEF (2014). About UNICEF. Retrieved from http://www.unicef.org/about/

World Vision (2014). Who we are. Retrieved from http://www.worldvision.org/about-us/who-we-are

ECE Jobs/Roles at the National/Federal Level

As I researched various federal and national organizations, I came across several that stood out to me. The first organization is the National Association for the Education of Young Children (NAEYC). According to their mission statement ‘NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. As an early childhood professional who strongly believes in the need to create high quality early learning opportunities for all children, I find the work that NAEYC does in support of children, families and early childhood professionals at the national level extremely valuable. One of the job openings at NAEYC that I found interesting is that of Senior Director, NAEYC Academy for Early Childhood Program Accreditation (http://www.naeyc.org/about/jobs). The position entails leading and managing the NAEYC’s accreditation program which works to improve the quality of child care, preschool and kindergarten programs by establishing standards and accrediting programs that meet those standards. Required skills and experience include demonstrated leadership and management skills administering early childhood systems and quality improvement initiatives, excellent organizational, communication and interpersonal skills and an advanced degree in non-profit management, business administration and/or early childhood education. Although I do not currently have the necessary skills and experience required of such a position, the opportunity to manage a program that promotes the quality of early childhood programs is very appealing.

         The second organization I was interested in is the United States Department of Health and Human Services. I was particularly interested in one of its’ divisions; the Administration for Children and Families which is committed to promoting the economic and social well-being of families, children, individuals and communities. I found their work to be of interest due to my own interest in increasing access to resources for families as a means for supporting their well-being. A position I was interested in at the Administration for Children and Families is that of Supervisory Child Care Program Specialist (https://www.usajobs.gov/GetJob/ViewDetails/385433200). This position entails providing leadership, direction and technical guidance for the administration of the Child Care and Development Fund (CCDF). Basic requirements for this position include a Bachelor’s Degree in Behavioral or Social Sciences or related disciplines and at least one year of experience in the federal service directing, monitoring, and providing technical assistance to child care programs; planning and scheduling work for a group of subordinates; and providing guidance to grantees to ensure consistent and uniform adherence to federal requirements.

         The third organization I was interested in is the United States Department of Education. Its’ mission is to promote student achievement and preparation for global competiveness by fostering educational excellence and ensuring equal access. It is responsible for implementing initiatives such as Race to the Top. I find great value its’ work in supporting the education of our children. A position I found interesting is that of Supervisory Education Program Specialist (https://www.usajobs.gov/GetJob/ViewDetails/381519000). The position entails providing leadership to the Office of Elementary and Secondary Education in coordinating the multiple programs administered by them and rethinking the way in which the department interacts with states. A few of the basic requirements for this position include a degree, Four (4) years of experience that demonstrated a thorough understanding of the principles and practices of the work in the education program specialist series, At least one (1) full academic year of professional teaching experience among other more specialized requirements for this position. 

Exploring roles in the ECE community at the local and state levels

As I researched various organizations in my area I came across several organizations and communities of practice that appealed to me.  One of the local organizations that appealed to me was the Maryland Childcare Association (http://www.mscca.org/index.html). I found their mission to promote the growth and development of professional licensed child care and learning centers in Maryland very appealing because of my desire to see improvement in the quality of early childhood programs. In addition, I found that becoming a member of this organization would enable me to become a community of practice consisting of early childhood professionals, advocates and families all committed to making positive changes in the field of early childhood in our state. The benefits of membership are numerous and some of them include; the opportunity to network with early childhood professionals at the local, state and national level, access to active local chapters on a monthly basis, access to trainings, events and conferences, access to mentors, access to a registered state lobbyist who monitors Senate and House bills and advocates for children, families and teachers and the opportunity to have their interests represented Maryland State General Assembly. I believe that becoming a member of this community of practice would offer me numerous opportunities for professional development.

The second organization I was interested in is the Maryland Family Network http://www.friendsofthefamily.org/mission. The mission of this organization is to ensure that young children and families have the resources to learn and succeed. I feel strongly about ensuring that families and children have access to the community supports and services they need and therefore found the work of this organization very appealing. In addition to the services it provides to children and families in the form of Family Support Centers and Parent Leadership programs, the network works in the area of public policy, advocacy and legislation. According to the organization’s website, their work has helped to make Maryland one of the best states in the country for early education and childcare.

The third organization I was interested in was the Montgomery Child Care Association (http://www.mccaedu.org/about_mcca.html). In addition to providing high quality child care and play based education for the children in Montgomery County, Maryland, they provide professional development training for child care providers and advocate for affordable, quality child care for families of all income levels and better training, pay and benefits for child care professionals. I found the work of this organization to be of interest due to my own interest in these issues. While perusing their website I came across two openings, center director and program director. Except for the prior management experience required for both positions, I believe I possess the educational qualifications and skills required for these positions. Some of the required skills and abilities include the knowledge of best practices in child care administration and program management, ability to evaluate child care operations and financial management, excellent judgment and decision making skills, solid understanding of and the ability to assess child development and deliver developmentally appropriate practice, ability to establish and maintain professional relationships with program staff, families and children and effective conflict resolution skills with children, families and team members.

As an early childhood professional, there are many benefits to being a part of a community of practice and collaborating with other organizations committed to the young children and their families. Participating in this program has motivated me to actively seek out communities of practice that I believe will not assist me in my own professional development but assist me in making a difference in the field of early childhood. 

A Note of Thanks!

            Looking back at the past eight weeks, I am amazed at how much this course has taught me and it would not have been possible without the support of all my wonderful colleagues who have been kind enough to not only share their diverse experiences and knowledge but took the time to support me in my learning by offering me feedback. I thoroughly enjoyed engaging in discussions with you and learning with you. As we move onto our specialization courses, I wish each of you all the very best and hope that our paths cross again in future courses! Best of Luck!

The Adjourning Phase

Looking back at the different groups I have been a part of in the past, I fondly recall the various church groups I have been a part of. In Sri Lanka I grew up in community filled with a number of churches from various denominations with active Sunday schools. Each year the Sunday schools would participate in an inter-church bible quiz competition. I was a part of a group that participated in this competition for several years although several group members changed along the way. Each year, we would meet for several weeks leading up to the quiz along with a Sunday school teacher to prepare for the quiz. We thoroughly enjoyed these group times because it not only involved learning but opportunities to have fun and bond with our group members. The quiz was highly competitive and some years we had better luck than others. Regardless, after each quiz, whatever the outcome we did something special to celebrate our hard work as a team. The same can be said for the church children’s choir that I was a part of.  The highlight of each year was the Carol Service we presented at Christmastime. This usually took much preparation and practicing and we always made it a point to have a celebration after the service. As I grew older and my time with these groups were over, I found it hard to say goodbye to both these groups. Within both groups I had found a supportive environment where we were all committed to achieving a common goal. We were appreciative of each other’s contribution and became close as we worked together over time. I have kept in touch with many of them over the years and not surprisingly one of them happens to be my husband! Reflecting on group experiences that were not as positive, I do think it is harder to leave groups that are high performing. 

                When thinking about saying goodbye to my colleagues towards the end of this year upon completion of my Masters degree, I think it will be hard in some ways. Although we have not met in person, we have shared stories, personal journeys of learning and supported each other along the way. I think that we will all feel a shared sense of accomplishment that we would not have been able to achieve on our own without each other’s support. Hopefully, I will be able to meet some of my colleagues at graduation next year where we can celebrate our accomplishments in person.

Resolving conflict using Nonviolent Communication and the 3 Rs

In my current capacity as an Assistant Teacher, I co-teach a Pre-K classroom with two other teachers. One of the teachers is the Lead teacher for the classroom while the other teacher holds the title Assistant Teacher like me. Despite the titles we hold, our goal has been to work collaboratively as a team. However, over the two years that we have been working together as a team we have had many issues which we have not been able to resolve completely. My Lead Teacher and I often felt that the Assistant Teacher was not fulfilling her share of daily classroom responsibilities. During planning meetings she would often stay quiet neither contributing ideas nor expressing any opinions about ideas offered by us. Often times, she would not follow through with the lesson plans designed for the classroom. In addition, she seemed to have a difficult time accepting direction from the Lead Teacher or myself. Even though we tried to talk to her about the situation she became defensive and shutdown to the point where we had no way of knowing what she was thinking, feeling or what her own frustrations might be. Despite our frustrations and our inability to resolve the situation did not approach the Director about it, not wanting to get our co-worker ‘in trouble’. She on the other hand, rather than discussing her frustrations with us directly, approached the Director and complained that we were excluding her, not taking her ideas into consideration, not communicating with her etc. This led to a meeting with the Director where each of us got the opportunity to openly voice our concerns. The Director immediately recognized that the underlying issue was our failure to communicate with each other effectively.  

                Looking back on the conflict I believe that my colleagues and I could have handled the situation more effectively by applying the concepts of Nonviolent Communication and the 3 R s. First of all, I think we all needed to take the time to see things from each other’s perspectives and understand what the other may have been feeling about the situation. During our discussion we learned from the Assistant Teacher that the way the Lead Teacher asked her to do something made her feel as if she was ordered around. My Lead Teacher and I made her aware that while our intentions were not to exclude her, rather than place blame on us alone for not communicating with her that she too needs to take the initiative to find out what is going on and be an active part of the conversations taking place about the classroom. There were many other issues that were discussed during the meeting that allowed all three of us to learn about how each of us felt and what we needed from each other to improve the situation. 

Although I was unaware of the concept of Nonviolent Communication and the 3Rs at the time, looking back as well as moving forward I can see how our relationships can benefit from being more respectful and responsive in our interactions, stating observations about a situation rather than judging, taking each other’s feelings and needs into consideration and being mindful of our choice of words when we are making requests so it does not seem like we are making demands.  While we have been able to improve the situation by being more conscious about how we communicate with each other, our efforts at working well together as a team is still a work in progress. My Lead Teacher and I ensure that the Assistant Teacher is aware of all classroom happenings and plans and she too makes the effort to check-in with us regularly. My Lead teacher is more conscious about how she asks the Assistant Teacher to do a task and we all make an extra effort to active listen to each other. I believe that by using my newfound knowledge, my colleagues and I will be able to become more effective communicators and improve how we function as a team.

Evaluating my Communication Skills

For this week’s assignment, I asked my husband and my co-teacher to evaluate my communication skills. I was surprised to find that all that the three of us felt similarly but pleased because I felt that it is an indication that their perception of me is similar to how I perceive myself. In the communication anxiety inventory, I earned a moderate score. I do well communicating in both one-on-one and small group situations, but have extreme anxiety about addressing a large crowd and both my husband and colleague are well aware of that. The listening scale indicated that I am a people-oriented communicator. I am generally a quiet person and tend to listen more before speaking. As the results indicated, I am very trusting of others and over the years, experience has taught me that while being empathetic towards others, it is also wise to be cautious so as not to cloud my judgments. 

In the verbal aggressiveness scale, my scores placed me in the moderate category. As my score indicates, I try as much as possible to maintain a good balance between respect and consideration for the viewpoints of others and argue facts rather than attack a person. However, I was almost expecting different results from my husband’s evaluation because I am fully aware that I sometimes have a little less patience when communicating with him and other family members and am more vocal about my opinions in the comfort of our home environment than I am at work and in other professional settings. I was somewhat surprised yet pleased to hear that he feels that I do communicate respectfully and consider the viewpoints of others. My emotions often get in the way of being able communicate effectively, especially when communicating with my family. I try harder to not let emotions interfere in my work life since I am very aware that it would be very unprofessional. I am fully aware that I need to try harder to keep my emotions in check and make sure I am being respectful at all times, especially when interacting with my family. 

One of the main insights I gained this week was how our self-concept and self-esteem impact how we communicate with others. According to O’Hair & Wienmann (2012), our self-concept shapes what we think of others because our perception of others is related to how we perceive ourselves and this in turn impacts how we respond to others in different situations. I don’t consider myself to be a strong communicator and often question my abilities and therefore often shy away from becoming involved in situations that would place me at the center of attention. I found it interesting that while our self-concept influences how and when we communicate with others, the information we get from interacting with others helps us to develop, confirm or change our self-concept. I realize that by putting myself out there instead of shying away will help me develop a stronger self-concept which I hope will also boost my self-esteem and in turn help me become more confident in my communication both as a professional and in my personal life. 

References

O'Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.