One of my professional goals is to get the education to help me be the best teacher possible. Through the Master’s program and training offered through work I will have the education behind me to support my teaching. The ECCE workforce is often made up of a diverse group of pre-school teachers, care workers, informal carers and other professionals. Adequate training and work conditions are essential so they can integrate the content and practice of early childhood care and education and address the transition to formal schooling. The service setting and physical infrastructure may vary greatly within countries. Regular inspection and follow-up of the service setting as well as adequate health and nutrition components are also crucial for meaningful learning to take place.
A second goal is relevant to what we have been studying in regard to play. It is important for children to learn through play and exploring their environment. It is one of my goals to promote this type of learning through teaching. Where government resources are limited, the last year of pre-primary education is frequently placed in a formal school setting or there may be efforts to lower the entry age. Such trends dilute the importance of holistic development by placing too much emphasis on preparing children for formal schooling. However, when pre-primary education cannot be afforded as part of early childhood, it is more strategic to consider ways of improving the pedagogy of pre-primary education placed in the formal school setting.
The third link to my professional goals is also related to parent involvement and interaction. The ECCE website focuses on how there are no universally agreed criteria for quantifying ECCE quality but useful factors to consider include pedagogy materials, personnel training, service setting and parental education and involvement. Learning materials should be quantitatively, culturally and developmentally adequate and focus on child-centred interaction.
Wednesday, February 15, 2012
Wednesday, February 8, 2012
Sharing Web Resources
I explored the World Forum Foundation website further and found other associations relevant to the topic I focused on this week of accessible child care for all children. Many sites from all over the world are working to make gains in the field of early childhood education. These are some of the links I would like to share from the website.
The National Children’s Nurseries Association
(NCNA) is a National Voluntary Childcare Organisation based in Dublin, Ireland.
Vision - That all children have access to quality child-centred childcare
Strategic Priorities:
Supporting the delivery and development of quality childcare
Developing the capacity of the NCNA to proactively meet the needs of their
members
Building strategic partnerships at local, regional and national levels
Representing full day-care providers at policy level
Mission – To promote, represent and advocate excellence in full-day and school-age childcare services to support their members in reaching the highest standards in early childhood care and education to ensure that parents and children have quality child-centred services to access. In order to achieve their vision and mission they focus on the following objectives:
Pacific Pre-School Council
The Pacific Preschool Council was formed in 1980 at the first ever
gathering of Pacific ECE stakeholders that was held in Suva, Fiji.
The Workshop was funded by NCK Holland and organised by the Young Women’s Christian Association Pacific Office as a result of requests from numerous preschool teachers in the region.
The Council membership comprise of all National Preschool / Early Childhood Associations in the 12 Pacific Island Countries served by the University of the South Pacific. The main goal of the Council is to work closely with the University of the South Pacific and island governments to promote the development of quality early childhood services in the region through teacher training, community awareness, development of national ECE policies and Curriculum Guidelines as well as advocacy.
The Consultative Group on Early Childhood Care and Development
(CGECCD) – established in 1983 – is an international consortium comprised of multi and bi-lateral donor agencies and international foundations and NGOs, national and regional institutions and networks, and academic/educational institutions and organizations that advocate and support program and policy development for young children (0–8) at risk.
ChildFund International
ChildFund International is inspired and driven by the potential that is inherent in all children; the potential not only to survive but to thrive, to become leaders who bring positive change for those around them.
The Canadian Association for Young Children
(CAYC) was granted it’s Federal Charter in 1974. To this day, the CAYC is the only national association specifically concerned with the well being of children, birth through age nine – at home, in preschool settings and at school.
The Aims of the CAYC
To influence the direction and quality of policies and programs that affects the development and well being of young children in Canada. To provide as forum for the members of Canada’s early childhood communities to support one another in providing developmentally appropriate programs for young children. To promote and provide opportunities for professional development for those charged with the care and education of young children. To promote opportunities for effective liaison and collaboration with all those responsible for young children. To recognize outstanding contributions to the well being of young children.
I explored the link to International Child Resource Institute I love the topic it takes a village to raise a child. ICRI works to improve the lives of children and families around the world. They focus on early childhood care and education, children’s rights, empowerment of women and girls, maternal/child health, and grassroots community development.
I also realized through the World Forum Foundation how involved they are with organizations focused on children around the world. Some of the foundations they are collaborated with are:
NAEYC
International Step by Step Association
OMEP Europe
The RISE Institute
ACEI
NAECCEM
Pacific Pre-School Council
National Day Nurseries Association
National Children’s Nurseries Association
International Child Resource Institute
Daycare Trust
CONCEP
The Consultative Group
Mother Child Education Foundation (ACEV)
ChildFund International
Canadian Child Care Federation
Canadian Association for Young Children
Arab Resource Collective
AECED (India)
UNESCO
The National Children’s Nurseries Association
(NCNA) is a National Voluntary Childcare Organisation based in Dublin, Ireland.
Vision - That all children have access to quality child-centred childcare
Strategic Priorities:
Supporting the delivery and development of quality childcare
Developing the capacity of the NCNA to proactively meet the needs of their
members
Building strategic partnerships at local, regional and national levels
Representing full day-care providers at policy level
Mission – To promote, represent and advocate excellence in full-day and school-age childcare services to support their members in reaching the highest standards in early childhood care and education to ensure that parents and children have quality child-centred services to access. In order to achieve their vision and mission they focus on the following objectives:
Pacific Pre-School Council
The Pacific Preschool Council was formed in 1980 at the first ever
gathering of Pacific ECE stakeholders that was held in Suva, Fiji.
The Workshop was funded by NCK Holland and organised by the Young Women’s Christian Association Pacific Office as a result of requests from numerous preschool teachers in the region.
The Council membership comprise of all National Preschool / Early Childhood Associations in the 12 Pacific Island Countries served by the University of the South Pacific. The main goal of the Council is to work closely with the University of the South Pacific and island governments to promote the development of quality early childhood services in the region through teacher training, community awareness, development of national ECE policies and Curriculum Guidelines as well as advocacy.
The Consultative Group on Early Childhood Care and Development
(CGECCD) – established in 1983 – is an international consortium comprised of multi and bi-lateral donor agencies and international foundations and NGOs, national and regional institutions and networks, and academic/educational institutions and organizations that advocate and support program and policy development for young children (0–8) at risk.
ChildFund International
ChildFund International is inspired and driven by the potential that is inherent in all children; the potential not only to survive but to thrive, to become leaders who bring positive change for those around them.
The Canadian Association for Young Children
(CAYC) was granted it’s Federal Charter in 1974. To this day, the CAYC is the only national association specifically concerned with the well being of children, birth through age nine – at home, in preschool settings and at school.
The Aims of the CAYC
To influence the direction and quality of policies and programs that affects the development and well being of young children in Canada. To provide as forum for the members of Canada’s early childhood communities to support one another in providing developmentally appropriate programs for young children. To promote and provide opportunities for professional development for those charged with the care and education of young children. To promote opportunities for effective liaison and collaboration with all those responsible for young children. To recognize outstanding contributions to the well being of young children.
I explored the link to International Child Resource Institute I love the topic it takes a village to raise a child. ICRI works to improve the lives of children and families around the world. They focus on early childhood care and education, children’s rights, empowerment of women and girls, maternal/child health, and grassroots community development.
I also realized through the World Forum Foundation how involved they are with organizations focused on children around the world. Some of the foundations they are collaborated with are:
NAEYC
International Step by Step Association
OMEP Europe
The RISE Institute
ACEI
NAECCEM
Pacific Pre-School Council
National Day Nurseries Association
National Children’s Nurseries Association
International Child Resource Institute
Daycare Trust
CONCEP
The Consultative Group
Mother Child Education Foundation (ACEV)
ChildFund International
Canadian Child Care Federation
Canadian Association for Young Children
Arab Resource Collective
AECED (India)
UNESCO
Thursday, February 2, 2012
Getting to Know Your International Contacts—Part 2
Episode 7: TJ Skalski
TJ Skalski is Principal of The Mother Earth’s Children’s Charter School (MECCS), the first Indigenous charter school in Canada. Originally from the Blood Reserve and raised in southern Alberta, she eventually left to complete her education, including a Masters of Education degree.
Surrounded by Mother Nature, MECCS recently moved from Wabamun into the former Saint John’s School of Alberta located 35 minutes southwest of Stony Plain, AB on the banks of the North Saskatchewan River near Genessee. A Program Showcase on MECCS can be found in the January/February 2010 issue of Exchange
I found this podcast very interesting. I did not have any idea there were only thirteen charter schools in Canada. My favorite story TJ told in the podcast was about how her grandmother told her first she was a teacher, and that was her passion. It inspires me to also follow my path and remember how I also love to teach and watch children learn.
Harvard University’s “Global Children’s Initiative”
I found this website to be very relevant. The initiative is based on equity and strives for excellence in the early childhood field. In an explicit effort to build an integrated international approach to child survival, health, and development in the earliest years of life, the Center on the Developing Child has launched the Global Children’s Initiative as the centerpiece of its global child health and development agenda.
The Early Childhood Innovation Partnership (ECIP) is a deeply committed and cohesive four-way collaboration among the Center on the Developing Child, the National Governors Association Center for Best Practices, the National Conference of State Legislatures, and the TruePoint Center for High Performance and High Commitment. As an integral piece of the Center’s multifaceted effort to catalyze innovation in the field of early childhood, the ECIP is primed to drive significant, population-level impact by leveraging an integrated science of early child development to produce significant, lasting change in state early childhood policy. By capitalizing on resources in the Frontiers of Innovation initiative, ECIP engages with innovating states to apply the most advanced knowledge in science, policy, and practice to significantly enhance the collective ability to improve the long-term life prospects of vulnerable, young children and families.
As part of its Global Children’s Initiative, the Center is launching its first major programmatic effort outside the United States. In collaboration with local experts, the Center aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.
The Center is collaborating with the David Rockefeller Center for Latin American Studies at Harvard University, Fundação Maria Cecilia Souto Vidigal, the Faculty of Medicine at the University of São Paulo, and Insper. This project represents a unique opportunity for the Center to work with Brazilian scholars, policymakers, and civil society leaders to adapt the Center’s programmatic model for the local context in order to catalyze more effective policies and programs that will, ultimately, foster a more prosperous, sustainable, and equitable society.
Among the core goals of the Center on the Developing Child is the creation of a new generation of leaders who view the promotion of healthy child development broadly. The Julius B. Richmond Fellowships help the Center to achieve that goal by bringing students from across the University to the Center to engage in ongoing research within an interdisciplinary community and to strengthen University-wide communications and collaboration in the area of child development.
TJ Skalski is Principal of The Mother Earth’s Children’s Charter School (MECCS), the first Indigenous charter school in Canada. Originally from the Blood Reserve and raised in southern Alberta, she eventually left to complete her education, including a Masters of Education degree.
Surrounded by Mother Nature, MECCS recently moved from Wabamun into the former Saint John’s School of Alberta located 35 minutes southwest of Stony Plain, AB on the banks of the North Saskatchewan River near Genessee. A Program Showcase on MECCS can be found in the January/February 2010 issue of Exchange
I found this podcast very interesting. I did not have any idea there were only thirteen charter schools in Canada. My favorite story TJ told in the podcast was about how her grandmother told her first she was a teacher, and that was her passion. It inspires me to also follow my path and remember how I also love to teach and watch children learn.
Harvard University’s “Global Children’s Initiative”
I found this website to be very relevant. The initiative is based on equity and strives for excellence in the early childhood field. In an explicit effort to build an integrated international approach to child survival, health, and development in the earliest years of life, the Center on the Developing Child has launched the Global Children’s Initiative as the centerpiece of its global child health and development agenda.
The Early Childhood Innovation Partnership (ECIP) is a deeply committed and cohesive four-way collaboration among the Center on the Developing Child, the National Governors Association Center for Best Practices, the National Conference of State Legislatures, and the TruePoint Center for High Performance and High Commitment. As an integral piece of the Center’s multifaceted effort to catalyze innovation in the field of early childhood, the ECIP is primed to drive significant, population-level impact by leveraging an integrated science of early child development to produce significant, lasting change in state early childhood policy. By capitalizing on resources in the Frontiers of Innovation initiative, ECIP engages with innovating states to apply the most advanced knowledge in science, policy, and practice to significantly enhance the collective ability to improve the long-term life prospects of vulnerable, young children and families.
As part of its Global Children’s Initiative, the Center is launching its first major programmatic effort outside the United States. In collaboration with local experts, the Center aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.
The Center is collaborating with the David Rockefeller Center for Latin American Studies at Harvard University, Fundação Maria Cecilia Souto Vidigal, the Faculty of Medicine at the University of São Paulo, and Insper. This project represents a unique opportunity for the Center to work with Brazilian scholars, policymakers, and civil society leaders to adapt the Center’s programmatic model for the local context in order to catalyze more effective policies and programs that will, ultimately, foster a more prosperous, sustainable, and equitable society.
Among the core goals of the Center on the Developing Child is the creation of a new generation of leaders who view the promotion of healthy child development broadly. The Julius B. Richmond Fellowships help the Center to achieve that goal by bringing students from across the University to the Center to engage in ongoing research within an interdisciplinary community and to strengthen University-wide communications and collaboration in the area of child development.
Friday, January 27, 2012
Sharing Web Resources
I chose to listen to Episode 8 of the World Forum Foundation. I still await response from a early childhood professional, but still have not heard back.
Episode 8: George Forman
George Forman grew up in Monroe, Louisiana, received his doctorate in developmental psychology at the University of Alabama, worked with Howard Gardner at Project Zero, and then moved to Amherst, Massachusetts, where he is currently Emeritus Professor at the University of Massachusetts and the President of Videatives, Inc. He has also been involved with programs in Reggio Emilia, Italy.
Foreman is relevant to the topic of children and “play.” He took the time to watch children play and understood much more was going on in the learning process and in the mind of the child. He also thought it was important for people who surround the early childhood field to have the understanding of play being a necessity for learning and exploring for children this age. This is also relevant to the work I do as a teacher. We talk to parents about what children learn through play so they have a better understanding of how children learn.
One of the issues which made me think in a different way was the Rights of Children in Children’s Homes this is a World Forum Initiative. It made me think about how different things are in other countries. I started thinking about how children are separated from their families and how difficult this must be. The Working Group represents 10 countries who work in institutions. These representatives are from El Salvador, Ecuador, Singapore, Nicaragua, France, Hungary, Belize, México, Indonesia, and the USA. The group was formed with the belief that all children should have the benefit of being raised by their birth parents. Yet, that is not always viable due to death of a parent or parents, abandonment, illness, abuse, natural disasters, and war. It is paramount that each country be ready to provide children the best care if their fate is to lose their family and they are placed in a group care setting through no fault of their own.
The website of the World Forum Foundation is a wonderful resource because it has information on initiatives around the world and the current work the foundation is involved in. One area I found interesting was Working Project for Teacher Educators. College instructors, independent trainers, and trainers in private and public organizations from six continents gathered in Auckland for an intense three days of idea sharing and brainstorming on issues and strategies in training the early childhood workforce worldwide. I think this is a wonderful way for educators to collaborate on current issues.
Episode 8: George Forman
George Forman grew up in Monroe, Louisiana, received his doctorate in developmental psychology at the University of Alabama, worked with Howard Gardner at Project Zero, and then moved to Amherst, Massachusetts, where he is currently Emeritus Professor at the University of Massachusetts and the President of Videatives, Inc. He has also been involved with programs in Reggio Emilia, Italy.
Foreman is relevant to the topic of children and “play.” He took the time to watch children play and understood much more was going on in the learning process and in the mind of the child. He also thought it was important for people who surround the early childhood field to have the understanding of play being a necessity for learning and exploring for children this age. This is also relevant to the work I do as a teacher. We talk to parents about what children learn through play so they have a better understanding of how children learn.
One of the issues which made me think in a different way was the Rights of Children in Children’s Homes this is a World Forum Initiative. It made me think about how different things are in other countries. I started thinking about how children are separated from their families and how difficult this must be. The Working Group represents 10 countries who work in institutions. These representatives are from El Salvador, Ecuador, Singapore, Nicaragua, France, Hungary, Belize, México, Indonesia, and the USA. The group was formed with the belief that all children should have the benefit of being raised by their birth parents. Yet, that is not always viable due to death of a parent or parents, abandonment, illness, abuse, natural disasters, and war. It is paramount that each country be ready to provide children the best care if their fate is to lose their family and they are placed in a group care setting through no fault of their own.
The website of the World Forum Foundation is a wonderful resource because it has information on initiatives around the world and the current work the foundation is involved in. One area I found interesting was Working Project for Teacher Educators. College instructors, independent trainers, and trainers in private and public organizations from six continents gathered in Auckland for an intense three days of idea sharing and brainstorming on issues and strategies in training the early childhood workforce worldwide. I think this is a wonderful way for educators to collaborate on current issues.
Wednesday, January 18, 2012
Getting to Know Your International Contacts—Part 1
I sent two more emails this week and await a response from an Early Childhood professional from Ghana and India.
I listened to the podcast of Barbara Jones from World Forum Radio. A new episode was not casted yet, so I listened to Episode 9. The topic of this episode sounded wonderful and I really wanted to learn more about the school, fundamental teaching, and the setting. Barbara Jones (BJ) founded the Pine Grove School in Falmouth, Maine in 1985 and celebrates the schools 25th anniversary this year. The school is a charming, wood-shingled building nested in a grove of pine trees and was used as a school house as far back as 1917. Pine Grove School is a developmental, discovery-oriented preschool dedicated to peace and to teaching respectful ways of resolving conflict. They are centered around individualized, child-centered learning and believe that young children learn best when they are stimulated to explore a rich array of hands-on materials at their own pace.
I really have enjoyed listening to the podcasts from World Forum Radio. This particular one was very inspiring. Barbara Jones wanted to go another direction with her teaching and inspired to be a Montessori teacher. When she found the school house it was ran down and needed a lot of work. She wrote a letter to the owner and asked if they could contact her when and if they wanted to sell. Finally the sale went through and it is now the Pine Grove School. I love this story because the school has been built from the ground up and now creates a unique and creative learning environment.
I chose to read about China from the Childhood Poverty Research and Policy Center (CHIP). In China there has been an enormous rise in inequality in recent years. A person in West China is six times more likely to be poor. It use to be one of the most equal societies to one of the most unequal. China receives more foreign investment than any other country in the world except for the US. 4.2 million Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions. Before reading about China I had no idea about the gap between the different areas.
I listened to the podcast of Barbara Jones from World Forum Radio. A new episode was not casted yet, so I listened to Episode 9. The topic of this episode sounded wonderful and I really wanted to learn more about the school, fundamental teaching, and the setting. Barbara Jones (BJ) founded the Pine Grove School in Falmouth, Maine in 1985 and celebrates the schools 25th anniversary this year. The school is a charming, wood-shingled building nested in a grove of pine trees and was used as a school house as far back as 1917. Pine Grove School is a developmental, discovery-oriented preschool dedicated to peace and to teaching respectful ways of resolving conflict. They are centered around individualized, child-centered learning and believe that young children learn best when they are stimulated to explore a rich array of hands-on materials at their own pace.
I really have enjoyed listening to the podcasts from World Forum Radio. This particular one was very inspiring. Barbara Jones wanted to go another direction with her teaching and inspired to be a Montessori teacher. When she found the school house it was ran down and needed a lot of work. She wrote a letter to the owner and asked if they could contact her when and if they wanted to sell. Finally the sale went through and it is now the Pine Grove School. I love this story because the school has been built from the ground up and now creates a unique and creative learning environment.
I chose to read about China from the Childhood Poverty Research and Policy Center (CHIP). In China there has been an enormous rise in inequality in recent years. A person in West China is six times more likely to be poor. It use to be one of the most equal societies to one of the most unequal. China receives more foreign investment than any other country in the world except for the US. 4.2 million Chinese children live in absolute poverty and 8.7 million live in disadvantaged conditions. Before reading about China I had no idea about the gap between the different areas.
Thursday, January 12, 2012
Sharing Web Resources
I was unable to make contact with another Childhood professional. I chose to to study the World Forum Foundation.
The link to World Forum Radio is http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio the focus of the radio broadcast is to for the early childhood leaders’ community. The podcast promotes the exchange of ideas between people and cultures on all topics related to young children.
Episode 10 was by Susan Lyon began pondering how children think, eventually visiting Reggio Emilia and then bringing the “100 Languages of Children” exhibit to the San Francisco Bay area on two occasions.
It was a very interesting podcast. It made me think about the Reggio philosophy and I related it to my own teaching. The Head Start I teach at now has a Education Coordinator with Reggio background so we are starting teach more with this mind set. The podcast also led me to find out more about the “100 Languages of Children”.
Twenty years of touring, five editions of the European version and the duplication of the exhibit in 1987 for a North American version, many showings throughout Europe and across the ocean, hundreds of thousands of visitors of all nationalities: these figures have made "The Hundred Languages of Children" a fundamental point of reference for Italian and international pedagogical culture. First conceived by Loris Malaguzzi and his closest associates, this exhibit is rooted in the forty years of experience of the educational institutions operated by the Municipality of Reggio Emilia. The exhibit bears witness to the originality and the extraordinary nature of the years of research that have led the Reggio infant-toddler centers and preschools to become a primary point of reference for those who work in early childhood education worldwide.
The 100 Languages of Children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.
I love this saying and wanted to share...
Children have a hundred languages, and they want to use them all.
They learn very soon how difficult it is for this right to be recognized and above all respected.
This is why children ask us to be their allies in resisting hostile pressures and defending spaces for creative freedom which, in the end, are also spaces of joy, trust, and solidarity.
The link to World Forum Radio is http://worldforumfoundation.org/wf/wp/current-work/world-forum-radio the focus of the radio broadcast is to for the early childhood leaders’ community. The podcast promotes the exchange of ideas between people and cultures on all topics related to young children.
Episode 10 was by Susan Lyon began pondering how children think, eventually visiting Reggio Emilia and then bringing the “100 Languages of Children” exhibit to the San Francisco Bay area on two occasions.
It was a very interesting podcast. It made me think about the Reggio philosophy and I related it to my own teaching. The Head Start I teach at now has a Education Coordinator with Reggio background so we are starting teach more with this mind set. The podcast also led me to find out more about the “100 Languages of Children”.
Twenty years of touring, five editions of the European version and the duplication of the exhibit in 1987 for a North American version, many showings throughout Europe and across the ocean, hundreds of thousands of visitors of all nationalities: these figures have made "The Hundred Languages of Children" a fundamental point of reference for Italian and international pedagogical culture. First conceived by Loris Malaguzzi and his closest associates, this exhibit is rooted in the forty years of experience of the educational institutions operated by the Municipality of Reggio Emilia. The exhibit bears witness to the originality and the extraordinary nature of the years of research that have led the Reggio infant-toddler centers and preschools to become a primary point of reference for those who work in early childhood education worldwide.
The 100 Languages of Children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.
I love this saying and wanted to share...
Children have a hundred languages, and they want to use them all.
They learn very soon how difficult it is for this right to be recognized and above all respected.
This is why children ask us to be their allies in resisting hostile pressures and defending spaces for creative freedom which, in the end, are also spaces of joy, trust, and solidarity.
Thursday, January 5, 2012
Getting Ready—Establishing Professional Contacts and Expanding Resources
I sent an email trying to establish contact with other Early Childhood professionals. I chose to send an email to Egypt, Moroco, South Africa, and Asia. My email read:
Hello,
My name is Alissa Stark. I work as a Head Start teacher in Oregon and currently purse my Master's Degree in Early Childhood Education at Walden University. I would love to make contact with another Early Childhood professional from a different part of the world to share our experiences. Please email back if interested, it would be greatly appreciated.
Kind regards,
Alissa
All of the first four emails I sent came back return to sender.
I sent two more emails to Unicef in Cambodia, Australia and Costa Rica. I am waiting for responses and hopefully I will make contact with another Early Childhood professional.
I received an email back from UNICEF due to the time pressure on staff in their office they are unable to participate at this time. I only have one other email waiting for a response.
The second option for the blog assignment might be my only choice. I am going to start listening to the podcast of World Forum Radio. This will be the first time I have ever listened to a podcast, and I am very interested.
Hello,
My name is Alissa Stark. I work as a Head Start teacher in Oregon and currently purse my Master's Degree in Early Childhood Education at Walden University. I would love to make contact with another Early Childhood professional from a different part of the world to share our experiences. Please email back if interested, it would be greatly appreciated.
Kind regards,
Alissa
All of the first four emails I sent came back return to sender.
I sent two more emails to Unicef in Cambodia, Australia and Costa Rica. I am waiting for responses and hopefully I will make contact with another Early Childhood professional.
I received an email back from UNICEF due to the time pressure on staff in their office they are unable to participate at this time. I only have one other email waiting for a response.
The second option for the blog assignment might be my only choice. I am going to start listening to the podcast of World Forum Radio. This will be the first time I have ever listened to a podcast, and I am very interested.
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