Time Well Spent

Working with young children has always been my passion. I can remember when I was just a child myself the joy I found in interacting with other children and my desire to nurture and protect them. As I continue on this journey my goal is to be the best early childhood educator I can be, always searching for ways to help young children achieve academic excellence. This program has taught me how important my role is in the lives of young children. The well-being of the families and children we serve is critical to how well they develop. This course has also taught me the many opportunities available that will allow me the opportunity to promote social change. I have also learned how to be effective in my efforts to promoting change by being a strong leader and understanding the skills I need lead. My Goal as an Early Childhood Professional is to ensure all children receive a quality education that is based on their needs and ability.

As we near the end of this journey I would like to say thanks to my Professor and fellow colleagues for all the support and feedback given throughout this course. Without our interactions I would not have been able to excel to my full potential. Be able to education through the eyes of others gave me a better understanding of my services in the field. Again thank you and I wish all you continued success.

Jobs/Roles in the ECE Community: Internationally

Throughout this course I have had the opportunity to explore many early childhood organizations on the local, state, and national level. This has helped me understand and realize there are many possibilities and opportunities available to me in the early childhood field. This week I have explored organizations on the international level which expands my options.

Save the children was one of the first organizations that captured my attention. So many young children for many different reasons lack the necessary means to grow, develop and have a fair chance at a successful future. We often take things for granted or may not think how important they are until we don’t have them. Imagining what a child’s life would be like without the basic necessities is very disturbing. Save the children is an organization that invest in the lives of young children. They believe in transforming children’s lives at a young age to change the course of their future. Every Child has the right to grow up happy and healthy (Save the Children, 2011). Save the Children invests in childhood – every day, in times of crisis and for our future (Save the Children, 2011).  In the United States and around the world, we give children a healthy start, the opportunity to learn and protection from harm. By transforming children's lives now, we change the course of their future and ours (Save the Children, 2011). UNICEF is another organization that invest in the well-being of all children. They work around the world for the rights of young children and has done so for over 70 years. Child rights begin with safe shelter, nutrition, protection from disaster and conflict and traverse the life cycle: pre-natal care for healthy births, clean water and sanitation, health care and education (UNICEF, 2011). UNICEF believes, all children have a right to survive, thrive and fulfill their potential - to the benefit of a better world (UNICEF, 2011). ISSA is the third organization that caught my attention. They connect non-profit organizations and professionals who are working in the early childhood development field. Connecting professionals and organizations is very important. Together they are able to collaborate and provide families with valuable information that is critical to their child’s development. ISSA aims to ensure equal access to quality care and education for all young children from birth to 10 years old (ISSA, 2011). There are so many opportunities available in the early childhood field that will allow me to be beneficial in the lives of young children. Because of my unawareness of these opportunities I had limited my thinking on my career choice. Now that I know and understand the options available to me I can explore the career choice that I am passionate about and still serve the needs of young children. Specialist, Program, Early Childhood Development
Location:	US - NE - Omaha
Division.:	Finance

The Program Specialist is the on-the-ground Save the Children staff member providing training, technical assistance, and management support to program partners to ensure quality program implementation and results for children.  Save the Children programming is focused on children and families for the prenatal through age ten (P-10) continuum of child development and education.  Early Childhood Program Specialists focus on prenatal through age five and school-age Program Specialists focus on elementary school-age children.  Under the supervision of the Deputy Program Director and working as a member of the state team and in collaboration with the national program team, the Program Specialist oversees and supports program implementation, monitoring, and evaluation at assigned partner sites.  Specific duties and responsibilities are outlined below.

Required Background and Experience Bachelor’s degree in early childhood education, child development or related field. Master's degree highly preferred  Minimum of three years relevant experience in the area of infant/toddler development.  Experience as a trainer/mentor/coach. Experience with home visiting programming, working in rural communities with limited resources, and working with families who are economically challenged is preferred. Experience in working with or supporting professional/paraprofessional home visitors. A strong foundation in relationship-based work and supervision. Required Knowledge, Skills and Other Competencies Knowledge of early development with emphasis on infant/toddler development and early language and literacy Knowledge and experience using reflective practice. Strong interpersonal skills with demonstrated capacity as a team player and relationship builder Demonstrated organizational and management skills related to program implementation Experience developing and delivering training and technical assistance in-person and remotely Proven experience working effectively with limited-resource communities Strong written and oral communication skills including through the use of technology Effective time management and program accountability Working knowledge of financial and sub-grant management Ability to be flexible and adaptable to dynamic changes in the work environment Willingness and ability to travel extensively within the state, regionally and nationally as needed

Senior Specialist, Early Childhood Development
Location:	US - DC - DC Home Office
Division.:	International Programs

Save the Children requires an experienced, dynamic Senior ECCD Specialist to provide cutting-edge technical assistant to our country offices to promote high-quality, evidence-based early childhood care and development programs. The Senior ECCD Specialist is an integral member of a team of education and child development experts based both in the region and in our US Headquarters and a key player to reach our overall goal of helping children learn and develop to their full potential.

Skills & Experience: 5-9 years of experience managing and providing technical advice to early childhood development and education programs in developing countries. Solid strategic knowledge of early childhood care and development programs. Experience advising countries and partners to develop ECCD strategies and programs Experience delivering ECCD programs through Education and other sectors, such as HIV/AIDS, health, livelihoods and children protection, and facilitating cross-sectoral collaboration. Commitment to Save the Children’s values and understanding of the organization’s strategies and programs. Strong program design, monitoring and evaluation skills. Strong interpersonal skills, including demonstrated ability to provide technical assistance and conduct dynamic training and facilitation. Ability to represent Save the Children effectively with governments, donors, implementing partners and school/communities. Self-motivation and the ability to handle multiple deadlines and activities with minimal supervision. Excellent writing and documentation skills. Fluency in spoken and written English. Proficiency in Spanish desired. Master’s degree in education, child development, international development, social work or other related degree desired. Willingness and ability to travel between 30-50% of the time.

Vice President for US Programs
Location:	US - DC - DC Home Office
Division.:	U.S. Programs
The Vice President for USP must have the following attributes, experience and education: A seasoned manager with the proven ability to manage and grow large and complex organizations with multiple stakeholders Master's Degree related to Management, Public Policy or related field Minimum of 15 years in senior leadership with nonprofit organization, preferably focused on children in need Extensive experience managing and directing field operations as well as monitoring programs. Extensive experience developing and implementing advocacy and public policy programs Knowledge of domestic funding sources and demonstrated skill in raising money and generating funds to support US programs / product development efforts on a large scale. Ability to convey Save the Children’s vision and generate commitment to Save the Children ideals and programs from a wide variety of external donors, as well as internal staff Proven ability to work collaboratively and closely with Senior Management colleagues as well as a Boards of Trustees. Demonstrated ability to effectively lead and collaborate with an integrated, interdisciplinary team of professionals in a goal-oriented environment. Entrepreneurial, high-energy, yet pragmatic leadership style to excite and motivate a team Ability to hire, train, motivate and retain a strong management staff to help him/her build a fundraising organization Well-honed strategic thinking skills and the ability to be flexible and adaptable in order to revise strategies as necessary Must possess highest integrity, sound judgment, and a demonstrated respect for diversity in all forms. S/he will model a balance of self-confidence and humility; will argue persuasively for his/her view but in the face of new information, business realities, and compelling logic will be open to modification and compromise. Willingness and ability to travel extensively in the US as well as internationally

References:

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

Jobs/roles in the ECE communiy: National/Federal level

National Association for the Education of Young Children (NAEYC)

National Institute for Early Education Research (NIEER)

The Division for Early Childhood

The three organizations above are ones that appeal to me the most because each of them support quality in education. NIEER also supports excellence in educational research. The Division for Early Childhood (DEC) promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities. DEC is an international membership organization for those who work with or on behalf of young children (0-8) with disabilities and other special needs and their families. 

Job Title: CYS Coordinator

Department: Department of the Army

QUALIFICATIONS REQUIRED:

Successful completion of an undergraduate Degree that included or was supplemented by major study (at least 24 semester hours) in the fields appropriate (child development, early childhood education, home economics (with early childhood emphasis), elementary education or other fields appropriate to the position to be filled.

OR

A combination of education and experience - courses equivalent to a major in a subject matter field ( at least 24 semester hours) appropriate to the position (see above), plus appropriate experience or additional course work that provided knowledge comparable to that normally acquired through the successful completion of the 4-year course of study described above.

In addition, candidates must possess:

1. Twenty-four (24) months of professional experience in managing at least 2 CYS programs (FCC, SAS, etc.) to include one year of responsibility of a center based child or youth program facility. This experience must be equivalent in difficulty and complexity to the next lower level to include the following:  experience working with regulatory, personnel, funding and budgeting proponents. Knowledge of management analysis, personnel development, and APR and NAF funding and oversight relationship to CYS programs.

2. Ability to plan and organize work, analyze problems to identify significant factors, gather pertinent data and recognize solutions.

3. Comprehensive oral and communications skills and analytical writing skills. Ability to present ideas and proposals to a variety of audiences.

 Undergraduate Degree that includes or is supplemented by major study (at least 24 semester hours) in the appropriate fields (child development, early childhood education, home economics (with early childhood emphasis), elementary education or other fields appropriate to the position to be filled.

When having a combination of education and experience- courses must be equivalent to a major in a subject matter field (24 semester hours) appropriate to the position

Advocacy Coordinator
The CASA Program for the Ogeechee Judicial Circuit, Inc. - Statesboro, GA

DESIRED QUALIFICATIONS
1. Bachelor’s Degree in child development, psychology, sociology, social work, education or a related field.
Extensive experience may be substituted for degree.

2. Two years experience required (volunteer or paid) in at least several of the following areas: social services, child advocacy, volunteer supervision, training, non-profit management, volunteer CASA or guardian ad litem, child welfare, education, mental health, or parenting.

Educational Consultant

Curriculum Global Consultants, LLC - Atlanta, GA

Curriculum Global Consultants is a full service educational firm whose mission is to provide services in the areas of curriculum development, organizational & school content development, process improvement, consulting, and work-site analytics.

PHD or EDD (Required)

Background in educational research and a history of report writing.

Will consider candidates without terminal degree IF qualifications and writing experience is stellar

Required experience:

•Education, Research, Data Analysis, 8 years

Required education:

•Doctorate

                       

References:

National Association for the Education of Young Children. (n.d.). Retrieved November 28, 2011, from http://www.naeyc.org/

◦The Division for Early Childhood. (n.d.). Retrieved November 28, 2011, from http://www.dec-sped.org/

National Institute for Early Education Research. (2011). Retrieved from http://nieer.org/

Exploring Roles in the ECE Community: Local and State Levels

The three organizations that appeal to me are the national association for the education of young children (Naeyc), Georgia dept. of education, and Georgia professional standards commission (GPSC). I chose these three because these will be the basic starting point that will help me gain information I will need to help me form the foundation of my advocacy work for social change. They hold important information that relates to the early childhood field and are well established organizations that I will need as support on my journey.

In my surrounding area there are several jobs available in the early childhood field. When I started my journey I was certain I wanted to be a classroom teacher because I felt this was where I would be the most beneficial to young children. Throughout my course work at Walden University I have come to understand and realize there are other opportunities available that will be just as beneficial to young children without me being inside the classroom. There were a few jobs available that struck my attention. The first one was a child care program specialist job with the Department Of Health And Human Services Agency: Administration for Children and Families. Basic qualifications for this job require that you poses one of the following:

Ø   Degree in behavioral or social science; or related disciplines appropriate to the position

Ø   Combination of education and experience -- that provided you with the knowledge of one or more of the behavioral or social sciences equivalent to a major in the field.

Ø   Have four years of appropriate experience that demonstrates acquired knowledge of one or more of the behavioral or social sciences equivalent to a major in the field.

Minimum qualifications at the GS-09 level, require at least one year of specialized experience, equivalent to the GS-07 grade level in the Federal Service that included:

Ø  Assisting in developing, collecting, maintaining, and disseminating information related to social services programs and policies.

Ø  Assisting in a variety of documents

Ø  Assisting with the evaluation and assessment of social services programs.

 

 OR have a Master's or equivalent graduate degree or two full years of progressively higher level graduate education leading to such a degree; or a combination of the required experience and education for this grade level.

The second job I found that was interesting was Field Program and Community Director position, with Jump Start.  The skills and training needed for this position include  a Bachelor’s Degree preferably in early childhood education related field; Master’s preferred, At least 5-7 years of professional experience in program management,  at least 3 years professional experience with managing direct reports experience with development work preferred, and knowledge of the education field.

 

http://www.naeyc.org/

http://www.hhs.gov/

http://www.jstart.org/

http://www.naeyc.org/

http://www.gadoe.org

http://www.gapsc.com/

 

 

 

 

 

Reflecting on Learning

 

My most passionate hope for my future as an early childhood professional and for the children and families with whom you work or will work is for me to have as much knowledge and information that I can so that I can create a learning experience that is beneficial and developmentally appropriate for the children I serve. I understand that a major contributing factor to this will be understanding who I am and ensuring that I am aware of any behaviors that will interfere with my success. As for the children and families I will serve, I want to ensure they have access to the best education possible. Quality, Equity and fairness are the foundation in which I base my future work in the early childhood field. Building strong and meaningful relationships with children and their families is a key factor in this process.

I would like to take this opportunity to thank my Professors and my colleagues for your contributions throughout this course. The feedback, words of encouragement and support has made this a positive experience. The work we will do in this field will require us to build relationships with others in the field. This experience opens the door to future relationships that will create a more meaningful learning experience for young children.   

Impacts on Early Emotional Development

This week blog assignment requires me to search information on a particular area of the world. The region I chose to focus on was Central and Eastern Europe and the common wealth of Independent states. I wanted to gain a deeper understanding of about the challenges that are faced in this area and how they impact children.

When looking over the information on the website the first thing that caught my attention was the fact that so many children are dying in certain parts of this region at high rates. UNICEF and its partners are working to ensure the safety of children in eastern Ukraine, including the recent launch of a mine-risk education campaign to provide 500,000 children and their families with lifesaving information about the risks posed by landmines and explosives (UNICEF, 2011).  UNICEF is also providing psychosocial support to conflict-affected children through schools and community protection centres, reaching more than 20,000 boys and girls since the start of this year. UNICEF has provided safe drinking water to over 550,000 conflict-affected people in Donetsk and Luhansk regions (UNICEF, 2011).

The conflict in eastern Ukraine, now in its second year, has created a humanitarian crisis affecting more than 5 million people, including 1.7 million children (UNICEF, 2011).   Nearly 1.3 million people have been internally displaced from their homes and communities in Ukraine, while health and education systems in affected areas remain under severe strain (UNICEF, 2011).  This is very heartbreaking.

The next thing that caught my attention was the fact that families in this region does not have access to clean water, sanitation, and hygiene. Children from twelve countries attended a two day conference to get world leaders to listen and understand their need for these necessities. These basic necessities are a vital component to the healthy development of young children. Despite progress, many children have been left behind in the push to reach the Millennium Development Goals (UNICEF, 2011). These children represent the poorest and most vulnerable populations, and must be a priority in the post-2015 development agenda,” she said. “We emphasize the importance of involving children and young people in establishing priorities pertaining to water, sanitation, and hygiene. And, we stand committed to be active partners in achieving these goals (UNICEF, 2011).  

These basic needs are vital to the not only the future of young children but the entire world.  Clean water, sanitation and hygiene reduces the risk of disease that can be devastating to children. It also increases the chance of a good education and their chance of surviving. Without these basic necessities children are at risk for an unhealthy development. Although I thought it was a good idea to have children advocating for their rights, more adults should be involved in these efforts, a child’s voice only goes so far, their lack of training and knowledge limits their ability to be successful in their efforts. As early childhood professionals it’s our duty to be the voice for those who are not able to speak for themselves.

This research has taught me to take a closer look at myself my work and how what I do will have a major impact on children. Ii have also learned not to take anything for granted and understand that although we are far from perfect there are others who are facing major crisis.

 Reference

UNICEF (2011). Retrieved from: http://www.unicef.org/infobycountry/

The Sexualization of Early Childhood

I am not alarmed by what I have learned about the topic of sexualization, However I am very opposed to exposing young children to it to early. Children have always been curios about sexuality, but no to the extent it has gone in recent years. Parents, family members, professionals, and care givers should protect children from any and all encounters that are not appropriate for their development. There are so many things in the media, on tv, and video games that promote sexual intent. The internet is loaded with negative stuff that young children are gaining access to.

In my personal experience with one of my own children, I have been in a situation that my child was being exposed to this. Some of the boys in his class would bring x-rated videos from home and share them with other classmates including my child. My first question was how was this happening because this was a special education class that should have been staffed enough to a close eye on what was going on. This past week I witnessed a situation where a young child became very upset about witnessing her sister kiss a boy. Another experience I have encountered was we had a young child who would touch the girls in the class inappropriately. When he was questioned about the behavior his response was he dad taught him that. The child was eventually dismissed from the program because of the behavior.

Children react or respond to situations in different ways, which is why it is important not to introduce anything to them that’s not age appropriate. They struggle to understand what is happening in the world around them and are confused and scared by the lessons they have learned. The lessons will cause serious harm to their ability to grow up and maintain a healthy attitude about their body and themselves. By studying this I have become more aware of the issues of sexualization.  Although I have always been aware of this problem, the resources sheded new light on everything that exposes children to this issue.

 

References

Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: 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

My blog:

http://tlsgoodmaneducator.blogspot.com/

Blogs I relied to:

https://reneerowan.wordpress.com/

 

Evaluating Impacts on Professional Practice

At some point in our lives we will be faced with some type of stereotyping or prejudice. How we handle it will be a reflection on our ability to work with young children and their families. I don’t have to imagine experiencing isms, they have been present in my life for many years. People react to situations and circumstances based on their knowledge about them. For many years things that are not considered normal have been labeled by society.

Being a single parent, the mother of two children with disabilities, and being a part of a culture not considered to be the dominant culture, I am very familiar with the negative behaviors and actions of others. People have formed their negative, bias behaviors and opinions based on those facts alone and not fully understand the circumstances of my situation.

Not all people can take what others perceive to be negative and use it to help create a loving and caring environment for other family structures. Being a single parent people automatically assume that I was not married not knowing my situation resulted from my husband passing. It is important to recognize that that children’s experiences in single parent families vary widely, it can be by choice or by life circumstances such as divorce or death (Derman-Sparks & Edwards 2010). My personal experiences with biases and stereotypes along with my strong passion and desire to serve young children encouraged my work in the early childhood field. Instead of allowing the opinions of others to affect me negatively, I can take what I know and have learned and use it to help create an environment that is free from stereotypes and bias behaviors.

References:

Derman-Sparks, L., & Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC

Observing Communication

This week I had the opportunity to observe an adult and young children communicating. I did so in a kindergarten classroom. Observations are a great way to enhance what you understand and know about mindful communication. Knowing which communication strategies work best also strengthens your communication skills. As I watch and observe the teacher and students, I focused on how effective her communication skills were with the students.  As she responding to each child I noticed that she always called them by name. She was also very encouraging, praising them for a job well done on class work. She encouraged all students regardless of their ability level. Teacher talk is encouraging and lets children know that their teacher values their efforts and accomplishments (The Nature of Teacher Talk during Small Group Activities, 2010).

During circle time when students were working on their sight words, I noticed how she took the time to correct their grammar and words. Her interactions were so engaging the children remain focused and eager to learn. Activities incorporated in the curriculum were all explained in detail, and students were allowed to ask questions if necessary. It was obvious that each child has their own style of communicating, but she was able to incorporate different strategies that seem to work in her environment and listen to what they had to say.

Becoming an effective communicator will take much time an effort. Our choice of words is important (The Nature of Teacher Talk during Small Group Activities, 2010). Regardless of the students different styles of communication there are several strategies that foster effective communication. If done correctly, children’s social, emotional, and cognitive development are enhanced and is the foundation for learning and healthy development.

This week I have learned the importance of stepping back and listening to what children have to say. As educators, we must continually ask ourselves how we can use language for our ultimate purpose: to support children's development and learning The Nature of Teacher Talk during Small Group Activities, 2010).  Alison Stephenson says “Listening is paramount” (Stephenson, 2009). “Stepping back became a strategy that helped me listen with an openness that allowed me to hear unexpected meanings in what children shared with me” (Stephenson, 2009).

References:

The Nature of Teacher Talk during Small Group Activities. (2010). YC: Young Children, 65(1), 74-81.

Stephenson, A. (2009). Conversations with a 2-Year-Old. YC: Young Children, 64(2), 90-95.

Creating Affirming Environments

           As an early childhood professional, I know and understand the importance of ensuring that each child in my care has access to the best education possible. One of the most important aspects of providing this is to ensure the environment is welcoming and the children and their families are respected. Creating an environment that fits their needs will require strategic planning and will have to be anti-bias. Children should feel safe, nurtured, and loved and be able to develop a positive and strong concept of themselves and express empathy for others.

            As I develop my home Family Child Care Home, I want to create an environment that the children and their families can appreciate. In an effort to promote an anti-bias education I will have to include material that is diverse and anti-bias. Daily interactions and activities will be a large part of what I do, so books, dvds, puzzles, magazines, dramatic play props, and music will all represent different cultures, ethnicities, and backgrounds. Any posters, fabrics, and pictures will represent the children’s home culture.

Families will be a major part of their child’s learning experience, so I plan to include material for families as well. They will also be allowed to provide or share as much information about their families culture. In the video segment “Strategies for working with diverse children: (Laureate Education, Inc. 2011).    Welcome to an anti-bias learning community.” Adriana shows how she has a special place set up when parents first arrive to her facility that is filled with lots of information for parents and activities for children to help with separation issues. Making children and parents feel safe and welcome is very important in any setting. Family child care becomes like a second home to the children which in turn fosters community among families (Derman-Sparks & Olsen Edwards, 2010, p. 54).

            Specific strategies will be necessary to support my environment. I must first be aware of my personal feelings and not allow my beliefs to interfere with my work. My environment needs to be supportive of children being able to share and discuss any differences they may observe. I must allow them to express any emotions they have and work out conflicts they may arise. When children can express their opinions, they learn from each other (Derman-Sparks & Olsen Edwards, 2010, p. 53). I have to teach children to identify different stereotypes and be sensitive to others we try to portray. Incorporating family traditions is very important and will be a critical part of my environment and learning experience.

References:

 

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

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

 

           

 

 

Blog Assignment: What I Have Learned

When working with children and families who come from diverse backgrounds my hope is that I am able to provide them with the services that caters to their needs and create a learning environment that is welcoming to all. Children want to know that they are loved and valued, my job is to ensure they receive what they need.

One goal I have set and would like to see happen in the early childhood field that relates to issues of diversity, equity, and social justice is to help policy makers create a curriculum that supports the diverse needs of individuals and not focus so much on each child learning the same exact thing.

 

I would like to take this opportunity to thank my instructor, Professor Klein and my fellow colleagues for all you feedback and information you shared in this course. It is always a great experience when you are working with others who are working toward a common goal. Sharing valuable information with each other helps us as we continue on our journey to eliminate issues of diversity, equity, and social justice.

Start Seeing Diversity Blog: Creating Art

 

Start Seeing Diversity Blog: "We Don't Say Those Words in Class!"

One day at work, I was in the classroom and I witnessed a parent who would come in the class and help her son with his morning work. She noticed me watching and begin to explain why she was helping him. She told me he was autistic and had trouble writing. I told her she didn’t need to explain that I understood. While she was explaining the teacher walked back in the classroom. One of the students asked, why his mom couldn’t come in the classroom to help him with his work. The teacher asked him to take his seat and to speak out of turn.

The response given by the teacher could have led the child to think he was not important enough for his mom to come help him.

An anti-bias educator might have told him that it would be ok for his mom to come help him, but because you all are different one student may require more assistance than others.

 

Start Seeing Diversity Video" Blog: Gender, Gender Identity, and Sexual Orientation

Your response to those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals such as same-sex partnered families.

My response to this would be, we can’t discriminate against anyone. We have children who come from several backgrounds. All of our children are treated with the same level of respect and one type of family does not hold more value than another.

•How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.

My response once again would be we don’t discriminate against anyone. A person sexual preference has no bearing on our decision to allow them to work in our facility. If they are qualified based on standard procedures their personal life is not an issue. I would give them the option to find a facility that can provide them with what they need.