Final Reflections

While I always had an appreciation for the role that relationships play in the field of early childhood, as a result of this program, I feel that I have a deeper understanding of just how critical relationships can be.  Relationships serve as the foundation for all work done in the early childhood field.  “Young children experience their world as an environment of relationships, and these relationships affect virtually all aspects of their development” (National Scientific Council on the Developing Child, 2004, p. 1).  Gopnick also pointed out that the quality of early relationships impacts both the short-term and long-term relationships that children form with others (Laureate Education, Inc., 2011). 

A second deeply felt learning is related to diversity, equity, and social justice. The resources and information presented throughout the courses for this program have caused me to be more aware of the impact of culture and has inspired me to incorporate the principles of the anti bias curriculum into my daily practice and into how I think about diversity, culture, and differences. As Derman-Sparks and Olsen Edwards (2010) pointed out “Early childhood educators have deep faith in the principle that all people deserve the opportunities and resources to fulfill their complete humanity.   Moreover, we have the unique role of making this principle real in promoting all children’s chances to thrive and succeed in school, work and life” (p. 1). 

One of the most valuable things that I learned as a result of this course of study I have a deeper understanding of the role that a program’s vision and mission should play.  While the organizations that I have worked for had clear and inspiring visions and mission statements, there was little connection between them and daily operations, planning, and budgeting.   This new realization has completely changed how I approach program decisions and how I think about the early childhood program where I work.

One long-term goal that I set for myself is to actually implementing the goals that I created for the Capstone project at the center where I work.  As Keyer pointed out, it is important to not only continue to grow and learn about those who we are working with, but to also continue to learn about ourselves (Laureate Education, Inc., 2011).  . This continuous cycle of learning and reflecting is a necessary component of high-quality early childhood programming.  While my formal education is coming to an end, another long-term goal that I have set for myself is to continue to read and stay abreast of the latest research and information related to early childhood and to continue to reflect on my own beliefs, values, and practice. One of the greatest benefits of this program is that it exposed me to a wide variety of resources and websites that I was not aware of that will help me achieve this goal. 

In addition to a deeper appreciation for the role of relationships, this class demonstrated the power of a community of practice. The discussion posts and blogs served as a support system and an effective method for encouraging me to consider other perspective and viewpoints and to learn from the vast and varied experiences of colleagues and instructors.  I wish each of you the best of luck in whatever you do.  The ideas and perspectives that you shared have made me a more knowledgeable and reflective early childhood professional. One of the greatest strengths of this online program is that I have had the chance to meet, work with, and interact with people from across the country. This offered me the chance to benefit from the great depth of knowledge and the diverse experiences that each of you brings.

Thank you Dr. Darragh Ernst for your thoughtful comments and for making this class enjoyable. 

Please feel free to contact me- 

Geralyn sosinski

Kansas City, Kansas

tsosinski@sbcglobal.net

Reference

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

Laureate Education, Inc. (Producer). (2011). Merging Vision, Passion, and Practice [Course Media]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6990/01/mm/ec_pres/index.html

National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Working Paper No. 1. Retrieved from http://www.developingchild.net

Wherever you go, go with all your heart.

                                   ~Confucius 

International Organizations and Jobs

One of the international organizations that I explored was Academy for Educational Development.  “FHI 360 envisions a world in which all individuals and communities have the opportunity to reach their highest potential” (FHI 360, 2013, para 1).  The mission of this organization is “To improve lives in lasting ways by advancing integrated, locally driven solutions for human development” (para 2).  The global approach taken by this organization is based on the belief that everything, such as education, economics, research, etc. is connected. This organization focuses not just on education but also addresses issues related to gender, economics, research, and the environment.  This organization works across the globe in places like Africa, Asia, Europe, and the United States. 

One of the jobs posted on the website that I was interested in was for a Technical Advisor, Monitoring and Evaluation.  This position involves providing technical leadership for the Educate a Child initiative in Qatar-Doha.  I fail to meet most of the job requirements.  While a Master’s is a requirement, a PhD is preferred.  This position also requires international experience, the ability to speak French or Arabic, extensive research capabilities. These are requirements that I do not have and do not anticipate gaining.         

A second international organization that I explored was International Step by Step Association.  ISSA is a network connecting professionals and non-profits working in field of early childhood.  The mission of ISSA is “implemented through three main pillars of action: equal access for all children; promoting high-quality and professionalism in early years services and empowering parents and communities to be part of the children’s development and learning” (ISSA, n.d., para 1).  There were some great resources on this website like publications about dual language learners, a Quality Resource Pack and recommendations for books for children.   I was not able to find any job postings for this organization.

The third website that I explored was the UNICEF site.  This site was “created with this purpose in mind – to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child’s path” (UNICEF, 2012, para 2). This organization addresses all area affecting child outcomes, such as health, education, gender equality, nutrition, etc. A job posting that I found on the UNICEF website was for an Education Specialist in Cambodia.  This job required a Masters Degree in Education Master's Degree in Education, International Development, Economics, Social Sciences, or related field.  It also required five years of experience working with international development.  I would meet the educational requirement but gaining international work experience would be difficult.    

Reference

 

FHI 360. (2013). About us. Retrieved from http://www.fhi360.org/

International Step by Step Association. (n.d.).  ISSA. Retrieved fromhttp://www.issa.nl/

UNICEF. (2012) UNICEF:  Who we are.  Retrieved from http://www.unicef.org/about/who/index_introduction.html

WEEK 4- National Organizations and Job Opportunities

One of the national organizations that I am very interested in is WestEd.  The mission of WestEd is “Improving education through research, development, and service”(WestEd, 2014, para 1).  I have had the great fortune of being able to attend trainings done by WestEd.  I also had the chance to be part of a reflective curriculum pilot project, which was a partnership between WestEd and Carlina Rinaldi who was the Director of the Preschools of Reggio Emilia in Italy. I have found the work done by WestEd to be very innovative and cutting edge, and their advice to be very practical. They also offer many high quality resources for Infant/Toddler teachers. It can be very difficult to find good resources for infants and toddlers.  There are several jobs posted in the WestEd website that I am very interested in.  One is a Professional Development Specialist in Early Childhood Education. Another position I am interested in is a PITC PQ Infant/Toddler Specialist.  I meet most of the qualifications for these positions.  For the PITC position, I would need to become certified in PITC.  I have attended all of the PITC trainings, so am familiar with the certification process. 

A second organization that appealed to me is the National Institute for Early Education Research. The mission statement found on the NIEER (2014) website stated “National Institute for Early Education Research conducts and communicates research to support high-quality, effective early childhood education for all young children. Such education enhances their physical, cognitive, and social development, and subsequent success in school and later life” (para 1).  I have used this website on many occasions.  The publications and research found on this website are of a very high quality. This organization also has valuable information about English Language Learners. It is also a great site for keeping current about the latest news in the field or early childhood education.  There was only one job posting on this website for a data collector which seemed to be geared towards college students.

A third national organization that I value is Zero to Three.  “Zero to Three is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development” (Zero to Three, 2012, para 1). 
The mission of this organization is “to ensure that all babies and toddlers have a strong start in life” (Zero to Three, 2012, para 1).   While I am currently working with preschoolers, most of my work has been with infants and toddlers.  I found it was challenging to find high quality information, trainings, and resources about infants and toddlers.  I was able to attend a Zero to Three training and found it to be very valuable. This website also has information for families. One job posted on this website was for a Senior Program Associate.  This position involves providing training and technical assistance to Early Head Starts and Migrant and Seasonal Head Start programs. I am able to meet the requirements for this position. 

Reference

National Institute for Early Education Research (NIEER). (2014). Vision.  Retrieved from http://nieer.org/about/vision

WestEd.  (2014).  About us. Retrieved from http://www.wested.org/about-us/

Zero to Three. (2012). Our mission. Retrieved from http://www.zerotothree.org/

Capstone Project-Week 2- Communities of Practice & Dream Jobs

1.  Technical Assistance Partnerships for Child and Family

Mental Health          http://www.tapartnership.org/

One of the communities of practice that I found interesting was Technical Assistance Partnerships for Child and Family Mental Health.  I was drawn to this Community of Practice because it includes a focus on Cultural and Linguistic Competence, which is an area that I am passionate about. The Communities of Practice are divided among 5 different areas

•     Child Welfare

•     Cultural and Linguistic Competence Community of Practice

•     Early Childhood Community of Practice

•     Family Involvement

•     Transition-Aged Youth Community of Practice

2.  Wyandotte County Early Childhood Interagency Coordinating Council

“The mission of Wyandotte County Early Childhood Interagency Coordinating Council is to promote a community wide network of comprehensive support services for families and children from prenatal care through age five” (University of Kansas, n.d., para 62)   This is a Community of Practice that I currently participate in. This group is comprised of very diverse agencies who are committed to working together it improve outcomes for children and families from birth through age 5.   I learn about new resources each time I attend one of these meetings.

3.  Mid America Association for the Education of Young Children   http://www.mid-americaaeyc.org/

A third organization that I chose is the Mid America AEYC.  This group is the local affiliate for NAEYC.  One of the reasons that I chose this group is that each year they offer a high quality curriculum conference.  They also offer scholarships for early childhood professionals pursuing a higher level of education. 

Reference

University of Kansas. (n.d.). KUCCP Projects. Retrieved from

http://www2.ku.edu/~kucdd/projects.html

Job Opportunities

One job that I would like to have is teaching a class at a local  community college in the Early Childhood Department.  Finishing this Master’s program would help meet the educational requirements but I lack any direct experience of working in a formal setting with adult learners that would likely be required.

While this job is in California, it would still be a dream job for me to work for WestEd.  I would also be interested in a position like that listed on the WestEd website for an Infant/Toddler Professional Development Specialist.  The one requirement that I do not meet for this position is that I am not PITC certified.  I have attended the PITC trainings in the past did not pursue certification.  The requirements have most likely changed and so in order to be qualified for this position, I would need to take the PITC trainings and then become certified.

Week 8 Final Reflection and Thanks

Thanks to all of you who have made the journey through this class so meaningful.  I learned so much from each of you.  Each of you brought a unique perspective to the topic of communication and collaboration.  I appreciate the honest and sincere discussions and responses that everyone shared.  I hope that I will have the chance to continue to work with some of you as we move to the next class and our specializations.  I wish each of you the best of luck.

I can be contacted at geralyn.sosinski@waldenu.edu or

tsosinski@sbcglobal.net

WEEK 6 -Adjourning

According to Abudi (2010), Adjourning is the final stage of team development that includes the opportunity to celebrate success, say goodbye, and wish each other luck.  Some of the groups that I have been part of meet for a few weeks or months to plan a specific event. This type of group is not difficult to leave because you depart with the understanding that you will be working with this group again within a few months.  Some of the more difficult departures from groups that I have been part of are those that have been more long-term.  Several years ago, I was a member of a cohort that was part of a pilot project that offered an online Infant-Toddler Certification program.  The cohort included 5 people who worked at the same agency that I did.  The group included people from various departments within the agency and people at various levels. While this was an on-line program, we met each week over lunch to discuss and share ideas.  There were many interesting and stimulating discussions. Each of us was very passionate about our jobs and about the field of early education.  While we were all relieved when the classes ended, it was difficult to see this group end. Despite several attempts, we found it impossible to continue our lunchtime meetings once the classes were done.  Despite the fact that there was much discord and animosity, it was also difficult to see the Early Reading First group end.  Like the study group, there were many opportunities for exciting discussions that fueled my passion.  This group also offered many opportunities for exploration, discovery and growth.

My experience has been that it is more difficult to leave high-performing groups and those with clearly established norms. Abudi (2010) states that norming occurs when members “respect each other’s opinions and value their differences” (para 8).  I have also found that it is difficult to leave a group in which I felt that I was given many opportunities to grow, learn and take on new responsibilities.  I have also found that the departure from a group leaving a group is sometimes related to the purpose of the group.  Some of the informal groups that tended to be more social are sometimes harder to leave than professional groups.  The relationships formed in the informal/social groups are sometimes stronger and more meaningful than professional relationships.  For most of the groups that I have been part of, there has been no special process for adjourning.  Lack of time and other commitments always seemed to prevent any celebration from taking place.  In retrospect, it would have been nice to have found a way to celebrate even if it was something very simple. 

I know that adjourning from the group of people who I have gotten to know as part of this program will be difficult.  I took 5 classes but then lost my job and had to quit for almost a year.  Saying goodbye to those I started this program with was difficult.  I do think, however that since this has been a virtual community, it will be easier than if we were working together in person.  Adjourning is an essential part of the team development process.  A team that has worked well together has developed strong and meaningful relationships that will make parting difficult. 

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

WEEK 5-Conflict Resolution

Fortunately, I am not currently experiencing any conflicts or disagreements with anyone. While it is not yet to that point, I think it is possible that there could be a conflict brewing.  I have recently taken a position as a director at a preschool program.  While the assistant director and I work well together and she has been very helpful with assisting me in learning the ropes, it is obvious that she is used to working independently rather than as a team.  I am often left out of the decision making process and important information often does not get communicated to me. So far, I have just dismissed these concerns as part of the process of transitioning into a new agency and program. If the situation continues, I could see the need to use “I” statements to express my concerns. It would be important for me to not make assumptions about her motives because true communication occurs when we focus on “clarifying what is being observed, felt, needed, and wanted, rather than on diagnosing and judging” (Center for Nonviolent Communication, 2013, para 5).  The 3Rs would also be an effective strategy for developing a meaningful and respectful relationship with the assistant director.  As O’Hair & Wiemann (2012) also remind us  “relationships depend on good communication to thrive” (p. 167). Good relationships also prevent conflict which can have a negative impact on communication. NVC also suggests that compassion and cooperation are important factors that act to facilitate meaningful and satisfying relationships. I am hopeful that developing a relationship with the assistant director and giving the situation some time will help me avoid any conflict.

Reference

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

The Center for Nonviolent Communication. (2013). Foundations of NVC.  Retrieved from http://www.cnvc.org/learn/nvc-foundations