Communities of Practice

Communities of Practice

Department of Education (Public Schools)
They provide free education which provides resources and opportunities for children to grow regardless of who they are. 
Employment Opportunity:
Education assistant is something I would consider doing.

Provides assistance to a professional educator by performing a variety of educational related supportive tasks; receives training in instructional/counseling related tasks; and performs other related duties as assigned.

PACT Hawaii

Variety of programs including Free and Affordable Early Childhood Education to poverty level families, who cannot afford preschools. 
Employment Opportunity:
Family Advocate 

The Family Advocate works directly with families in the areas of social service, health, nutrition, dental care and family engagement, helping them identify and meet their own goals. This position is under the direct supervision of the EHS Child Care Partnership Program Manager.

Working with families is something I enjoy doing, and with my current education and experience I qualify.

PATCH Hawaii (People Attentive To CHildren)

Child care resource and referral (CCR&R) agencies, they provide child care resources to families and people wanting to be involved with early childhood education.  

CCR&R services have evolved from grassroot efforts to help parents find child care, to well-developed systems that support parents, providers, and local communities in finding, planning for, and providing quality child care. PATCH is the only Hawaii member of the Child Care Aware National Association of Child Care Resource and Referral Agencies (NACCRA)

Employment Opportunity:
PATCH Trainer is somewhat like a teacher, but for grown up people who seek to learn more about Early childhood education.

Conducts classes for PATCH; assures the provision of necessary materials and supplies for each class; familiarizes oneself with the training materials and equipment; distributes, gathers and completes paperwork related to each class; sets up and cleans up before and after each class; returns training materials and necessary paperwork to PATCH offices within a timely manner.

As I am completing my Masters in Education and have some experience in Early childhood education, I am able to apply for these position. 



Reference

EHR. (n.d.). Department of Education Hawaii. Retrieved from https://ehr.k12.hi.us/hrprod/faces/p/ap/pages/ApJobRequestDetails.jspx?id=59166PACT Hawaii. (n.d.). 

Parents And Children Together. Retrieved from http://employment.pacthawaii.org/Job_Details2.aspx?job_id=946PATCH. (n.d.). 

Patch Hawaii. Retrieved from http://patchhawaii.org/

Impacts on Early Emotional Development

We need to teach children to see the similarities and the good in people. To treat all their experience with others different and separate. Like meeting a friend from Asia different from a another friend from Asia, because they might both come from the same place, but they are two total different people. Even for one family, each child is different than the other even though they have the same mom and dad. We are all unique in our own different way. My passion is to help children and their families see the difference in people, but know through heart we are all the same. To learn to accept one another. 

Thank you to all my fellow colleagues from EDUC 6358 for a very informative and resourceful eight weeks. I have learn more than what I expected to. I wish you all the best of luck and hope to hear from you soon. 

Impacts on Early Emotional Development

 East Asia and Pacific

This region faces income inequality that creates social inequity and widening disparities that affects the population. This inequality creates segregation and equal opportunities for households and young children. 

UNICEF works to manage and implement programs that supports children's rights in 28 countries across the region of East Asia and Pacific. UNICEF is working to help children earn their rights to holistic development. UNICEF is trying to help children achieve their full potential regardless of their abilities, gender or other difference and to receive equal opportunities to education, health care, nutrition, protection and cognitive stimulation. 


Many children who have disabilities are denied the rights to live and reach their full potential in this region as they lack the programs and resources, and or they are denied the access to programs and resources. Children with disabilities are most likely to experience violence or higher risk of emotional abuse. Many children do not receive equal education opportunity due to their gender. Boys are more likely offered higher education opportunities than girls. In this region common gender barriers is that girls are to do domestic work and taking care of siblings, set up for early marriage and sexual abuse, while boys are to face corporal punishment such as spanking, unsupportive classroom environment and irrelevance of curricula for work. 

UNICEF recognizes the crisis that young children face in this region, where they try to help them reach their full potential regardless of what they face and to be given the equal opportunity to be who they are. 

The Sexualization of Early Childhood

I feel like the topic of sexualization should not be shared with young children, as the need to remain innocent and imaginative as they can be without thinking about sexualization. For example children who are exposed to topics of sexualization would make comments about others and will affect how they visualize themselves. A child will comment about a woman's breast due to how she is dressed. Another one is that a child will grow up to dress up in clothing that express their sexualization which attracts and expose them to risk. Child will lose self-respect, respecting their own body and define beauty in a whole different way. The topic of sexualization should be shared to children who are going through puberty instead of early childhood children. 

AVOID THIS

KEEP THIS

Evaluating Impacts on Professional Practice

Living in a World of "-isms"

Though the world has been through so much changes, behaviors and perspectives from many years ago still are practiced to this day. Unfortunately, those people who were discriminated and unaccepted, many years ago, are the same people till present day who are still looked down upon, insulted and mistreated. As depressing as that sound, so many schools and societies are teaching younger children to live in a world with no bias, a world of peace and love. In the field of early childhood education, the professionals try their best to educate the children and their families in living an unbiased life, where they accept and kindly understand different cultures and religions.

Ableism

People are all different in their own uniqueness. One strength I have is the ability to understand and observe my environment to know when to act, and react and to whom. Though my limitation is overthinking situation, which creates so much mixed emotions that can affect my work and ability to perform, in other words, I am too emotional. I at most times take other people’s problem as my own, which can distract me from my daily routines, assignment and work duties. How I understand the world sometimes make people feel comfortable enough to open up to me and ask me for help, which is what I am passionate about doing, helping others. Sometimes I judge others based on their able-bodied, which makes them feel uncomfortable to interact with me, such as how we look at them with an "aww" facial expression, creates an atmosphere of feeling bad about their situation. My emotions always gets the best of me. 

At the end of the day, we are all different, with our own abilities, we are in no position to judge others of their lack of ability. I may feel bad for a person who was forced to amputate both hands, but it did not stop them there, they can do almost everything that people with two hands do. Sometimes people with disabilities do not want to be criticized for the lack of able-bodied, they want to be known for what they can do instead. It is time to ask before assuming. Ask a person if they need help, instead of always assuming that they do. 

Observing Communication

Observing Communication

At the store, while doing my grocery shopping I over heard a conversation between a child who is about three year old and his mother. The mother spoke in an angry tone, where he swore at the child for not keeping still, and keep touching everything. The mother told her I swear I will spank you in from of everyone if you do not listen. Earlier, the child was trying to make a conversation with his mother, but the mother told him that his distracting, that is when he started to act out. When the mother threatened him, he talked back to his mother. The boy responded to his mother in a tone that is so disrespectful. 

I notice that although the mother seem to show that she is in control and has the authority, the child does not respect her in a manner of communicating with her because of how she talks to him. The child talks back because that is what they do when they have disagreement. Both mother and child argue back and forth without anyone listening and other talking, and vice versa. What we say and do to our children, most likely what they will do back to us. 

If the mother gave the time to listen to her son, hear what he wanted to say, he would not be acting out. Even with a hyper active child, going to the grocery store, ask them to help to make use of their energy and active self. There are so many strategies that parents can use to keep their children from misbehaving and teach them appropriate manners. 

Creating Affirming Environments

“Anti-bias work is essentially optimistic work about the future of our children” . In a anti-bias setting, I believe that it is important to highlight the different diversity in the classroom. If there are no evident diversity, create and share the most common diversity in the classroom. The work of anti-bias education is integration of working together with the families to understand their diversity rather than make assumptions.

Setting:

• Classroom will be an open, safe and welcoming environment for everyone. 
• The classroom will present as a setting where parents are comfortable to ask for resources from teachers and to clarify any misunderstanding. The setting will make parents and families feel safe and welcome to leave their children and know that they do not need to worry too much. 
• The environment will be accessible for everyone regardless of their needs. 
• The setting will be an easy access for families and children with disabilities such as wheelchairs. 
• Classroom will provide diverse books and activities that children and families can engage in
• Diverse books and activities can help families and children understand and be exposed to other cultures and diversities.
• The classroom will present posters and other graphic arts of diversity. 
• Posters and arts that are diverse can help families understand images in different ways and learn diverse language. For example graphic images of tools and equipment around the classroom is stated in English and Spanish. 

These setting are set to increase diversity in the environment and setting. As :anti-bias work provides teachers a way to examine and transform their understanding of children’s lives and also do self-reflective work to more deeply understand their own lives”. We try and present a setting where we can stop and think of how we want it to be presented to ourselves as diverse family. If I was from a diverse family, how would I want the classroom setting to be like, to represent and to be presented.