TIME WELL SPENT

"There can be no keener revelation of a society's soul than the way in which it treats its children."                                                                                                           

                                                                                                Nelson Mandela.

This has been a worthwhile journey, full of fun and learning. I have become a better early childhood educator through the great learning opportunities that this program offered to me and there is no doubt that my career will be more fulfilling as a result. It was Isaac Newton that said “If I have seen further it is by standing on the shoulders of giants.” I want to thank all giants, beginning from Dr. Darragh and all of you my colleagues for making it possible for me to see further by allowing me the use of your ‘shoulders’ in this course.

There are many things I have learned in this course. These include but not limited to: For effectiveness and relevancy in the field, an early childhood educator should be a continuous learner; All children, in order to be successful should be well fed and provided with nutritious meals in the early years of their lives; and An essential part of my job as an early childhood educator is to advocate for the well-being of children.

Taken from this course, my long term goal is to be  a caring early childhood educator who inspires and advocates for the well-being of children in words and deeds.

Job/Roles in the ECE Community: Internationally

The three international organizations that work for positive social, economic, and educational change for children and families and that appealed to me are United Nations Children Fund (UNICEF); International Early Childhood Education Association (IECEA); and FHI360

These organizations appealed to me for a number of reasons and chief of which is that of being concerned with issues that affects and promotes the well-being of the child. For example the UNICEF is passionate and committed to the promotion of equal rights for children and supports their participation in the political, social and economic development of their communities. The International Early Childhood Education Association, an organization of experts from many countries is equally committed and seeks to strengthen way of cooperation and collaboration internationally for the sake and purpose of providing quality and standard education for the child. The vision of IECEA is that all children regardless of their races and places enjoy a standardized and high quality early childhood education. FHI 360 is an international non-profit human development organization that is made up of experts in the field of health, education, nutrition, environment, economic development, civil society, gender, youth, research and technology. While the vision of FHI 360 is a world in which all individuals and communities have the opportunity to reach their highest potential, the mission statement states that it seek to improve lives in lasting ways by advancing integrated, locally driven solutions for human development.

The following are the job opportunities that interest me:

1.Capacity Building Technical Director (Education Sector), Abidjan, Ivory Coast.

Position Description:

The Capacity Building Technical Advisor (CBTA) will provide technical guidance to the local government and communities to protect and provide for the most vulnerable, including OVC, PLHIV and adolescent girls in Cote d’Ivoire in support of a USAID-funded, 5-year, multi-million dollar program in West Africa.   Availability of the position is contingent upon issuance of an award of a USAID Request for Proposal (RFP), and selection of final applicant is subject to USAID approval.

The CBTA will provide in country direction for all capacity building development program activities to ensure timely implementation of project deliverables.

Key Responsibilities:

• Train community service providers in OVC best practices, needs assessment and group facilitation
• Provide support to strengthen all structures and programs of the GoCI Social Centers – including

Early Childhood Development Centers, Specialized Education Centers, Legal Units and Support Groups

• Provide technical assistance in documenting and scaling up best practices
• Provide technical support and coordinate the development of relevant tools for the most vulnerable; share tools with other stakeholders and the GoCI to strengthen community system
• Strengthen SOPs and training materials for OVC service delivery and quality improvement
• Assist civil society organizations to protect and provide for OVC in line with national standards
• Develop training materials, capacity building for OVC staff and data management system
• Strengthen capacity of Legal Units to address GBV
• Work with local partners and USAID to develop a capacity development plan based on an assessment of GBV and needs
• Provide technical guidance and coordinate the integration of OVC support into other care and support programs, especially ECD and Specialized Education services

Anticipated % of Travel: More than 25%

Qualifications:

• At least 10 years of experience in designing and implementing operations and research projects in Africa targeting the most vulnerable including OVC, PLHIV and adolescent girls
• MA/MS in Social Science/Education/Gender
• Demonstrated experience in OVC program quality improvement working in partnership with CSOs and Government entities at all levels
• Demonstrated leadership, strategic planning, and technical skills in programming for orphans and vulnerable children with a focus on PLHIV
• Demonstrated experience in the design and use of training curricula
• Solid skills in data analysis, synthesis, reporting and presentation
• Skills in research design, research methods, quantitative and qualitative data analysis and management
• Excellent organizational, writing, communication and negotiation skills
• Experience managing analysis, synthesis, documentation and dissemination of lessons for a range of stakeholders
• Fluency in speaking, reading and writing both English and French

2. Child Protection Specialist, Bamako, Mali.

Major duties/responsibilities

·         Provide the UNICEF Chief of Protection with technical advice on the MRM in order to support UNICEF’s co-lead role of the MRM Country Task Force.

·         In close collaboration with the MINUSMA Child Protection Section, co-chair monthly meetings of the MRM Technical Working Group, and follow-up on recommended actions.

·         In close collaboration with the MINUSMA Child Protection Section, draft MRM reporting requirements including the quarterly Global Horizontal Notes (GHNs), the Mali chapter of the UN Secretary-General’s Annual Report on Children and Armed Conflict, and the country-specific UN Secretary-General’s Report on Children and Armed Conflict.

·         In close collaboration with the MINUSMA Child Protection Section, establish and manage the MRM database.

·         Work closely with the Protection, Education and Health clusters, and the Child Protection and GBV sub-clusters, to coordinate the gathering of MRM-related information by NGO partners and to strengthen the response to grave violations.

·         Conduct trainings and capacity building of UNICEF field staff and NGO partners on gathering MRM-related information, analyzing trends, and on prevention and response to grave violations.

·         Ensure coordination between the MRM and all other programs within the UNICEF Protection Section, particularly child protection in emergencies.

·         Contribute to UNICEF’s advocacy strategy on child protection and children’s rights, as it relates to the MRM.

·         Work closely with the UNICEF West and Central Africa Regional Office (WCARO) and the UNICEF country offices in Burkina Faso, Mauritania and Niger, to roll-out a regional MRM approach.

·         Liaise closely with the MRM Specialists at UNICEF West and Central Africa Regional Office (WCARO), UNICEF HQ, the Office of the SRSG CAAC, and the DPKO Child Protection Focal Point on the MRM in Mali.

Qualification:
• Advanced university degree, preferably in the social sciences, international relations, law or other relevant field.
• Five years of professional work experience at national and international levels in child protection, including child protection in emergencies.
• Previous professional experience in human rights and/or child rights monitoring and reporting
• Advanced technical knowledge of the MRM, including on the specific role of UNICEF within the MRM.
• Strong analytical and communication skills (both written and oral)
• Fluency in French and English.
• Knowledge of the Malian context will be an asset.

Competencies:

• Core Values
- Commitment 
- Diversity and Inclusion 
- Integrity    
            
• Core Competencies
Communication [ II ] 
Working with People [ II ]      
Drive for Results [ II ]  
 
• Functional Competencies
- Leading and Supervising [ I ]                      
- Formulating Strategies and Concepts  [ II ]
- Analyzing [ III ] 
- Relating and Networking [ II ]
- Deciding and Initiating Action [ II ]
- Applying Technical Expertise [ III ]

References:

Academy for Educational Development. (2011). Retrieved from http://www.aed.org

https://jobs-fhi360.icims.com/jobs/14662/capacity-building-technical-advisor/job

United Nations Children’s Education Fund (UNICEF). (n.d). http://www.unicef.org/

http://www.unicef.org/about/employ/index_74736.html

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

According to Wenger (2006) communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identities in school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. The focus of any community of practice is that of sharing knowledge and experience in order for members to become better and more effective in their particular area of knowledge. It also helps in gathering and using collective knowledge to solve problems.

The three such national/federal organizations that appealed to me are:

1.      Turkey Early Childhood Education Project: This is a collaborative effort that involves Turkish educational institutions including a university and a preschool, the aim is to exchange information and knowledge on materials, high-quality preschool curricula, intercultural comparisons and approaches to early childhood education.  The work of the community of practice is positively impacting early childhood education in Turkey.

2.      The Early Childhood Community of Practice (http://www.tapartnership.org/COP/earlyChildhood/resources.php):

The Early Childhood Community of Practice (COP) provides a platform for discussion, collaboration, and the exchange of ideas and resources related to young children between the ages of birth to 8 who have mental health challenges and are currently being served by system of care communities.

3.      Association of Early Childhood Intervention (is EÇOMD ) http://www.ecomder.org/hakkinda.asp This is a government backed association with the purpose of improving early childhood intervention through research, support for professionals, creation of awareness about issues in the field of early childhood education and research.

In my last blog posting I wrote about my passion for children and that the only job opportunity that interest me in the field is that of a classroom teacher. I have come to realize after that posting that I am also interested in the position of a program supervisor in early learning center. I am interested in this post as it will give me a great opportunity to oversee and guide child care teachers and staff to ensure best practices and be able to share and deploy knowledge gained over the year as an early childhood classroom teacher and from this course.

Skills and experience I need to completely fulfil this role include but not limited to the following: relevant academic qualification; ability to develop and maintain strong working relationship; ability to manage and inspire staff; exceptional organizational and time management skill; ability to effectively communicate with and present information to parents, peers, and all other stakeholders; and ability to lead by example, build relationships, and influence others.

References:

Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from http://www.ewenger.com/theory/

Exploring Roles in the ECE Community: Local and State Levels

The blog assignment this week has in addition to other expected learning benefits opened my eyes to many associations and organizations here in Turkey that by their nature, organization and vision will be of great benefits to me as an early childhood educator. Among various early childhood organizations, associations, governmental agencies and communities of practice that I found the three that appealed to me most are:

1.     Association of Early Childhood Intervention ((is EÇOMD) http://www.ecomder.org/hakkinda.asp This is a government backed association with the purpose of improving early childhood intervention through research, support for professionals, creation of awareness about issues in the field of early childhood education, and research.

2.     OMEP Turkey. OMEP is an international, non-governmental and non-profit organization concerned with all aspects of early childhood education and care. It holds a consultative status with the United Nations and UNESCO. The Turkey chapter is organized along this line by promoting and defending the rights of every child to quality education and care as well as supporting activities aim at improving access to quality early childhood education and care by all children.

3.     Turkey Pre-School Education Development Association: This is a non-governmental organization established for and serving the purpose of improving preschool education through research aimed at revealing problem and challenges in pre-schools.

As an early childhood educator one truth I hold so dear and that always fuel my passion for the field is that childhood development is vital to human development. The more early childhood is developed and progressed, the more of progress and success that will be seen in the society.  I choose these three associations because they provide support, information and necessary assistance for practitioners and other stakeholders in the field of early childhood education.

I love been with children and inspiring them to develop high achievers qualities through learning activities that will bring out the best in them and make free from prejudice. Therefore, the only job opportunity that interest me is that of a classroom early childhood educator. Among the skills that I need to be able to fulfill the role of an early childhood classroom teacher are relevant academic qualification; ability to develop and sustain strong working relationship; and ability to design and implement age appropriate lessons and activities.

My Wordle

REFLECTING ON LEARNING

            “I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are created equal.”

                                                                                      Martin Luther King. Jr.

We contend that students who interact with diverse students in classrooms and in the broad campus environment will be more motivated and better able to participate in a heterogeneous and complex society (Gurin, Nagda, & Lopez, 2003).  Early childhood educators have deep faith in the principles that all people deserve the opportunities and resources to fulfil their complete humanity (Derman-Sparks & Edwards, 2010). Now I am convinced more than ever before that there are many benefits that an individual and indeed the society gained when diversity is embraced and valued.

As an early childhood educator, my most passionate hope for the future is to see children from diverse backgrounds and differences in my class and in the society interacting amongst themselves and with people around, flourishing and blossoming. A hope for the true fulfillment of Martin Luther King's dream that one day little children will live in a nation- in a world- where they will not be judged by the color of their skin, by where they come from, by the circumstance of their birth, but by the content of their character.

My learning in this course has been of great benefit to me and has helped me in setting some goals which I know if I pursue, I will be a better and a more effective anti- bias early childhood educator.  Having said this, I will like to say a big thank you to our professor for facilitating such a wonderful and highly beneficial learning activity that this course is. I also thank my dear course-mates for the privileges and benefits of learning together, the valuable learning experiences that you shared through weekly discussion postings, valuable comments and responses are cherished, valued, and highly useful. I wish you all success in your future academic and career pursuits.

Reference

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Gurin, P., Nagda, B. A., & Lopez, G. E. (2003).  The benefits of diversity in education for democratic citizenship. Retrieved from http://www-personal.umich.edu/~pgurin/benefits.html

IMPACTS ON EARLY EMOTIONAL DEVELOPMENT

The early years of a child is very important as it lays the foundation for healthy development and growth or otherwise of that child. For example, if a child experience neglect, inadequate medication /health care, and imbalanced nutrition from age 0 to age 6, the child stands the risk of having an increase in overall poor physical health as well as having the potential to develop permanent physical disabilities. Research on early childhood has underscored the impact of the first five years of a child’s life on his/her social-emotional development, negative early experiences can impair children’s mental health and effect their cognitive, behavioral, social-emotional development (Cooper, Masi,& Vick, 2009). What happens to a child in early childhood (socially, emotionally, and physically) matters and can influence the child’s development later in life.

For my blog post this week with the above heading, I explored Middle East & North Africa Region and specifically took interest in Syria as a country. My choice of Syria is deliberate. I live and work in a country very close to Syria and with the situation presently in Syria we’ve had an influx of children from Syria, not necessarily Syrian children but also children from other nations whose parents are relocating from Syria joining my school. It will be a useful learning experience for me to know and gain a deeper understanding of what children in Syria are going through and having an understanding of how these is affecting them will be of great help to my teaching and classroom relationship with these lovely children

The war that has been going in Syria constitutes the major challenge that children faced in that country. Schools are being attacked and even when other places are attacked, children are the more vulnerable and the major victims. As recent as April 29^th this year mortar attacks at Al-Shaghour, a suburb of Damascus killed 14 children and left more than 80 other children seriously injured.  That same day two other incidents, another mortar attack and a car bomb, caused the death of more than 100 people with the majority being children and women. According to Maria Calivis, UNICEF Regional Director for the Middle East and North Africa, every day, across Syria, children who are simply trying to go about their everyday lives are being killed and maimed by indiscriminate attacks on populated areas. Youssouf Abdel-Jelil, the country’s UN representative recent statement on the situation is both revealing and a wake-up call, he said, “The children of Syria continue to pay the heaviest price of the conflict. The recent escalation of attacks makes this cost unbearable.”

Another issue that is affecting children in Syria is scarcity of safe water. “The scarcity of safe water-adding to the impact of the ongoing conflict and the intense summer heat-raises the real risk of more population displacement and the spread of disease among vulnerable children.” Maria Calivis. A desert country, Syria is experiencing her worst drought in about 50 years with lowest levels of rainfall. This situation is having a serious effect on more than 4 million children by putting their lives in greater risk than the war.

What children suffer both during war and after war can be devastating. When the war is going on children are being killed, maimed, displaced with some even recruited as soldiers thereby damaging, permanently, the kind, innocent and empathetic nature of the child in them. The psychological effects of the war linger on with children even after the battle is over, many children will be unable to forge healthy relationships and some will turn to alcohol or drug misuse as a coping mechanism. Yet, the gravest effects of war on children is that it disrupt their healthy development by disrupting and destroying their education and also by removing and sometimes completely destroying supportive, caring and responsive relationships meant for their healthy growth and development.

The insight I gained based on the information I got from my exploration this week will go a long way in helping me to provide necessary and effective support for children that recently came from Syria to join my class. I realized and now understand why one of the students always wanted to discuss issues about what is going on in Syria even at that young age (5). I have resolved that I will encourage her and others to discuss their feelings, concerns and the experiences they have regarding the situation in Syria. I will also be an empathetic listener.

References:

Cooper, J.L., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood: What every policymaker should know. Retrieved from http://www.nccp.org/publications/pub_882.html

http://www.unicef.org/infobycountry/syria.html