cstravato's Pre-k World

The life of a Teacher / Student / Mother

1 Comment

Time Well Spent


My anti-bias journey is life long and will never truly be met or completed, through self-reflection I will continue to grow and change everyday (Derman-Sparks & Edwards, 2010).  As early childhood professionals, it is our job to ensure every child and family is visible in our program and that they feel welcome in our classroom and community (Derman-Sparks & Olsen Edwards, 2010). “It is important that we don’t close children off with the walls of our assumptions. We should leave ourselves open to surprises (Laureate, 2011).” We must never forget children’s first experiences as members of classroom communities set the foundation for a lifetime a social behavior patterns is critical to success (Jiang & Jones, 2016).

These are the words of wisdom that will support my continued journey.


Thank you, to all my professors throughout this masters program that have inspired my to have the courage to look inward and the knowledge to change outwardly through my words and actions. Thank you, to all my colleagues that have supported and challenge me throughout this journey. I wish for your passion to grow and your dreams for children to come true. We have built a strong community of support throughout this program that I hope will continue as our journeys continue. I will leave my contact information and look forward to future collaborations.

Thank you,


We Did It!!!!!!!




Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young  

     children and ourselves. Washington, DC: NAEYC.

Jiang, H. S., & Jones, S. Y. (2016). Practical Strategies for Minimizing Challenging

Behaviors in the Preschool Classroom. Dimensions Of Early Childhood, 44(3), 12-19

Laureate Education, Inc. (2011). Strategies for working with diverse

children: Thinking deeply about diversity and inequity. Baltimore, MD: Author


Leave a comment

Jobs/Roles in ECE community: Internationally

As I grow as and early childhood education advocate through my experiences, knowledge, and skills I will one day be ready to leave the local classroom and support early childhood education on a global level. I have explored and summarized three international organizations that inspire me to what to do more for children. These three organizations represent the types of work and roles I would like to take on in the world in the future.




The UNICEF work in 190 countries and territories to protect the rights of children. They have worked to improve the live of children and their families for seventy years. The UNICEF works with the United Nations and agencies to ensure children are on the global agenda, dedicated with research and practical solutions for children to uphold the rights of the child. They work to ensure equality for those who are discriminated against, peace, and security for children.

Employment opportunities

The UNICEF is looking for committed, creative professionals, who are passionate about making a lasting difference for children and are comfortable working in a challenging environment.

The UNICEF employment opportunities begin in Talent Groups across specific functional areas and professional levels. Once you have been accepted into a Talent Group your profile will be available to hiring offices worldwide.

UNICEF Talent Group Generic Vacancy

Education, p-5 opportunities

Chief of Education – will be accountable for the development, design, planning, implementation and management of the Education programme within a country programme.  S/he leads a group of professional and support staff to develop and manage the education programme in collaboration with other programmes and sectors and with government and key development partners.

 Regional Adviser Education – Develop policies, strategies, programmes and systems and is responsible for providing technical leadership, management advice, programme support and capacity building to country offices throughout the Region.

Skills and Experiences needed to fulfill the roles

  • An Advanced University Degree (Master’s or higher) in education, economics, psychology, sociology or other social science field is required.
  • A minimum of 10 years of progressively responsible relevant work experience at the national or international levels in programme planning, management, and/or research in Education.
  • For HQ Senior advisors and Regional advisors, proven ability to work effectively in an advisory capacity.
  • For Country Office (CO) and Regional Office (RO) based posts and where relevant, familiarity with emergency response, an asset.
  • Experience in providing technical leadership in any of the following areas is an asset: Early Childhood Education and School Readiness;  Equitable Access;  Quality of education and child-friendly schooling; Innovations in education; Education in Emergencies and Post-Crisis Transitions; Girls’ Education and Gender Equality; Data, monitoring and evaluation;  Partnerships
  • Demonstrative capacity to identify and monitor gender disparities in education, as well as develop and implement gender mainstreaming in programme policy and management.
  • Experience working in the UN or other international organization, an asset.
  • Fluency in English is required.  Knowledge of another official UN language or a local language is an asset.

Technical expertise must be demonstrated in the following areas:

  • In-depth understanding of the overall global development context, including issues such as: poverty, conflict and the impact of these factors on education and vice-versa; and inter-sectoral approaches to address such issues in collaboration with other sectors (including Social Policy, Child Protection, Nutrition, WASH, Health and Communications within UNICEF).
  • Extensive knowledge of global developments in education and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.
  • Strong ability to undertake policy dialogue: translation of analytical findings and evidence into development programmes and policy discussions around equity and learning with partners, including government, development partners, CSOs and academia in relevant areas.
  • Strong education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. ECD, Primary, Secondary, Tertiary, Inclusive Education), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.
  • Strong education policy and sector analysis capacity, including understanding of the core education data sets, indicators, tools for analysis of equity, determinants of student access and learning, budget, cost and financing, education system management, political economy and the ability to apply those to education policy and strategic planning.
  • Rigorous programme management in education, including programme design, costing, monitoring and evaluation (including areas like classroom assessment, standardized learning assessment, examinations, impact evaluation) and reporting.
  • Strong ability to engage with partners (e.g. Sector Wide Approaches, Global Partnership for Education, Education in Emergency Clusters, Education Provider Forums, Delivering as One, Inter-sectoral partnerships such as in ECD), as well as networking with other key partners.
  • Strong understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy and planning in education.
  • Good understanding of policies and strategies to address issues related to resilience for CO and RO based post and where relevant: risk analysis and risk management, education in conflict situations, natural disasters, and recovery.


Association for Childhood Education International


ACEI is an international organization driven by the belief that education is essential to human development. They are committed to advancing education as a tool for global development and sustainable futures for all. ACEI began in 1892 promoting kindergarten education in the U.S. and internationally.   They have broaden their focus to birth-18 improving early childhood education and development.

Employment opportunities:

I was not able to find any employment opportunities at this time for this international organization. There are opportunities to share your knowledge and experiences through:

Childhood Explorer online publication. This is an opportunity for individuals passionate about experience of childhood from around the world to write and submit 1-3 page articles in the format of narratives, interviews, fiction/poetry, or photo essays. Topic relate to the daily lives of children or a child from around the world. For details and submissions contact editorial@acei.org

Childhood Education Innovations magazine. This is an opportunity for individuals passionate about sharing information related to innovative modes, programs, funding approaches, practices, policies, and research explored and implemented to improve education for children around the world to write and submit articles following the guidelines below and submit to Anne Bauer at abauer@acei.org

Submission Guidelines:

  • Language: Manuscripts should be in the English language.
  • Form and Length: Preferred length is 1,400-3,500 words, double-spaced. Articles may be submitted electronically (submitted to abauer@acei.org). Before publication, authors will be asked to submit a Copyright Transfer Agreement.
  • Review: Unsolicited manuscripts are anonymously reviewed and the final decision rests with the Editor, who is guided by the reviewers’ comments and such considerations as space, timeliness, and projected plans. The review process takes about 3 months. The Editor cannot consider proposals or outlines. Send completed manuscripts only.
  • Acceptance: Camera-ready diagrams, tables, or figures are often desirable. Photographs are encouraged (with complete captions and credit lines; digital files should be 300 dpi). Authors are asked to obtain model releases for photographs.
  • Publication: Accepted manuscripts will be published according to timeliness of subject matter, space availability, and projected schedule. All manuscripts are edited to conform to the publication’s editorial standards and space requirements. Prior to publication, authors are furnished with galley proofs.
  • Remuneration: Authors receive no remuneration. Articles and illustrations are considered a contribution to the profession.


National Association of Early Childhood Educators (NAECTE)


This organization is dedicated to the professional growth of their members through: discussions about educational issues, advocacy for improvements in early childhood teacher education, a forum to bring out issues and concerns of educators, providing a communication network for educators, facilitating the interchange of information and ideas about research and practice, promoting the Journal of Early Childhood Teacher Education, conferences, position papers, and by cooperating with other national and international organizations concerned with the study of education of young children.

Employment opportunities:

Assistant Professor of Education, Early Childhood/Elementary Education

This position offers opportunities for involvement with the Capital Area Early Childhood Training Institute, the Capital Area Institute for Mathematics and Science, and engagement in STEM-related activities.

Skills and Experiences needed to fulfill the roles:

-Doctorate in early childhood education or curriculum and instruction with an early childhood focus and Pk-4 teaching experience are required.

-Demonstrated expertise in early science instruction

-Demonstrated commitment to working with diverse populations

-Demonstrate research agenda

-Teach undergraduate and graduate courses

-Participate in academic advising

-Engage in Scholarly service

-Supervise candidates in field experiences


1 Comment

National Communities of Practice


National Association for the Education of Young Children (NAEYC )

Voices of Practitioners: Teacher Research in early Childhood Education

Through my research of National Association for the Education of Young Children (NAEYC ) I found their online journal, Voices of Practitioners: Teacher Research in early Childhood Education. This journal evaluates, peer reviews, and nationally shares early childhood teacher’s independent studies. The Voices of Practitioners journal includes a wide range of early childhood teacher’s research initiatives and inquiry communities. The journal serves as a national community of practice allowing teachers to share experiences and teaching strategies with others who want to learn more. Any teacher in an early childhood settings from birth to third grade are welcomed to submit their research. The journal editor, the teacher research coordinator, and the teacher research coeditors review submissions. Selected submissions are then sent out for peer review and if selected will be published in the journal. The contact person for the journal is Heather Collick, at hcollick@naeyc.org.

The opportunities for joining and supporting this community of practice are as vast as our desire to learn and share research related to early childhood education. Teachers interested in publishing their research would required extensive knowledge and past research of the topic, understanding and ability to implement valid research, scholarly level writing, and a passion for early childhood education. At this time I would like to continue to learn by read others submissions. Eventually I would like to submit my own research inquiry for other to learn form.

National Education Association


Through my research of the National Education Association, I found their edCommunites. This community of practice is an online professional practice and learning environment for educators. It provides educators an opportunity to expand their professional development opportunities, collaborate with other educators, share classroom resources, assessment, and instruction materials, and engages others with a commitment to student success. This community of practice is free and open to all to join. Members have an opportunity to explore a variety of current topics or start their own topic.

I did not find employment opportunities through this community of practice. However, I am interested in joining the edCommunities, I am passionate about learning from other professional and sharing any knowledge and resources I can with other professionals in the field of early childhood education. This community of practice has no official requirements to participate, however an understanding of early childhood education (ECE) and experience working in the field of ECE is required to share knowledge and experiences.

National Association of Early Childhood Educators (NAECTE)

The National Association of Early Childhood Educators (NAECTE) Community of Practice promotes professional growth, discussions of educational issues, advocating for improving early childhood teacher educators, a communication network for teachers, information through the Journal of Early Childhood Teacher education, conferences, resolutions, position papers, other publications, and cooperation with national and international organizations in the field of early childhood education.   NAECTE is a membership-based organization. Anyone interested in learning more about ECE can join for a fee. Members have the opportunity to further their influence with voting privileges and an edibility to serve on the board and other organizational committees within the NAECTE community.


Posted Job Announcement for positions in the field of ECE:

Department Chair Teacher Education

Miami University, College of Education, Health & Society Oxford, Ohio

Department Chair & Full Professor to be responsible for the planning and administration of a department consisting of approximately 30 faculty and a number of assigned staff. The position requires a Ph.D. and eligibility for the rank of Professor. The doctorate must be related to a field in the department from an accredited institution of higher education. Candidates must demonstrate success in meeting teaching and research qualifications to merit the rank of Professor, evidence of commitment to developing faculty and programs that support engagement with diverse students, school and community populations, evidence of experience in developing and maintaining working relationships with school communities, and demonstrated leadership ability. Strong candidates will have expertise and insight on the changing nature of teacher preparation and the ability to assist the department to embrace the national landscape teacher education must engage now and in the future; commitment to strong school/university partnerships, social justice, and the incorporation of diverse, global perspectives in the preparation of teachers.









1 Comment

Roles in the Early Childhood Education Community

I explored many site related to the field of early childhood education. There are so many local, state, and federal organization, agencies and communities of practice dedicated to children. It is clear the value that has been rightfully placed on early childhood education. Below are three organizations I felt at some point in my career I would like to become a part of, to continue to support quality education for children from outside the classroom.

The Connecticut Office of Early Childhood


This organization has been growing sine 2013 to improve early childhood programs in Connecticut. They are focused on supporting children’s early development by ensuring policy, funding and services strengthen the role of families, providers, educators and communities they serve. The OEC provide funding, standards, regulations, training, and educational programs for young children. They also provide home visiting services with funding for training to support families with young children.

There were not any employment positions posted at this time. The CT OEC overseas many programs, projects, and grants that may have more employment opportunities in specific areas.

Association for Positive Behavior Support


Since 2007 this international organization of professional, family, and consumer members and 12 yearly elected board members have been on a mission to improve support, to reduce behavioral challenges, increase independence, and ensure the development of constructive behaviors to meet life goals through research. The APBS serves as an international forum, hosts yearly conferences, publishes a quarterly newsletter, manages and links website on PBS, engages in policy development, facilitates interactions among members, and works to establish national standards.

To enquire about a committee or leadership opportunities the site provides contact information e-mail Executive Director Tim Knoster tknoster@bloomu.edu or call (570) 389-4081.

National Association for the Education of Young Children


National Association for the Education of Young Children began back in the 1920’s, but was not officially named NAEYC until 1964. Their mission is to promote high-quality early learning for all children birth to 8 years of age. There values are expressed in the NAEYC Code of Ethical Conduct. Today this is a huge association of about 80,000 members in more than 300 affiliated chapters continue to be dedicated to promoting high-quality early learning. NAEYC puts out a vast variety of publications, host many conferences and events, encourages and support professional development, and influence public policy to improve quality early childhood education.

This is a membership organization that anyone can join and support in a variety of ways through their website. There are also employment opportunities and descriptions listed on the website http://www.naeyc.org/about/jobs/overview

1 Comment

The Journey Continues

I have added so much to my anti-bias journey throughout this class. Each class has helped me grow closer to my goal of being a true anti-bias educator. My greatest hope is that I never lose sight of the fact “all children need respectful teachers who know how to foster their competency, strengths, and modes of interactions with the world (Derman-Sparks & Edwards, 2010) .” It is my responsibility to support and challenge all children and to help them develop the best of themselves. To do this I must remember, “It is not that we are different that cause the problem it is that we are treated badly because or these differences (Laureate, 2011).” I will support children’s ability to stand up for themselves and others.

Thank you

     Thank you to all for sharing your knowledge and stories with me. You have helped me grow and develop into the anti-bias teacher I desire to be. Thank you to all who have visited and read my blog posts. I have enjoyed reading and growing from you comments and questions. I look forward to continuing this journey through early childhood development together. It is so powerful to see our network of support growing. We must remember we will not always have the answers, we may not always have the confidence, and we will make mistakes, but we must act in the best interest of children regardless.



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: Your commitment to anti-bias work. Baltimore, MD: Author




1 Comment

Impacts on Early Emotional Development around the world

I chose to review the UNICEF region of Guatemala. I have a student in my class this year whose family is from Guatemala. I thought this would be a great opportunity to learn more about the life they left when they came to the United States to begin a new life. Honestly, I am more unaware than I care to admit what life is like in other parts of the world. I was surprised and saddened by what I learned about my student’s homeland.

To say Guatemala has it all is not the catch phrase one might think. Guatemala is a region of the world that has many challenges that have affected the physical, emotional, and cognitive development of generations of children. The natural disasters range from earthquakes, volcanic eruptions, hurricanes, landslides, to sever floods. (UNICEF Guatemala, n.d.). “From 1976-2009 natural disasters took the lives of about 82,000 people and affected over 6 million others. The economic impact of the damages was around 3 billion (UNICEF Guatemala, n.d.). This is just the beginning of the challenges Guatemalan children face daily.

The UNICEF Guatemala has identified four areas of priority for this region; social inclusion, protection of children and adolescents, education for life, and a good start in life. Each of these components are working to improve conditions in Guatemala for children. Social inclusion component is working on equal opportunities for all children. Indigenous people are excluded and discriminated against; with the greatest emphasis on girls, children with disabilities, and children affected by HIV. (UNICEF Guatemala, n.d.) The protection of children and adolescent component is working on strengthening the national system for protection. “Guatemala is ranked 5th highest in the world’s homicide rate. About 40 children are orphaned each day due to murder (UNICEF Guatemala, n.d.).” Children live in constant fear of violence, exploitation, neglect, abuse, trafficking, and forced marriages at yearly ages. (UNICEF Guatemala, n.d.) The education for life component is working on universal access to preschool, primary, and secondary education for girls and boys. The good start in life component is working to reduce malnutrition and expanding access to quality care for pregnant women and the first 1,000 days of life for newborns. They are working on reducing the rate of child and maternal mortality, improving nutrition, water quality, sanitation, and hygiene to improve the physical and mental development of children. (UNICEF Guatemala, n.d.) Guatemala is clearly a region with many challenges that have a lasting effect on children’s early development.

“Negative early experiences can impair children’s mental health and effect their cognitive, behavioral, social-emotional development (Trustees of Columbia University, 2010).”  The children of Guatemala face extreme negative conditions from multiple sources and it is effecting their physical, mental, emotional, and cognitive health.   “Trauma is toxic to the brain and can affect development and learning in a multitude of ways.   However, children are resilient and within positive learning environments they can grow, learn, and succeed (Souers & Hall, 2016).” Although children in Guatemala are facing great challenges and trauma with help and support, they can survive and thrive in life. Efforts like those of the UNICEF are critical for the development of Guatemalan children and their future success. The ultimate goal is that all “children can exercise all of their rights to survive, prosper and develop their full potential (UNICEF Guatemala, n.d.).”

This study of Guatemala has given me new insight to my student whose family is from Guatemala. I have a new found understanding and respect for the possible challenges they faced and left behind to come to the United States to raise their children. Personally, I have gained a new appreciation for the organizations that advocate and support children in our country and around the world. Human rights are for all not just those that have a governments that protect them. We need to be the voice for those that have no voice! (Derman-Sparks & Edwards, 2010)


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

Souers, K., & Hall, P. (2016). Fostering Resilient Learners. Alexandria, VA: ASCD.

Trustees of Columbia University, The. (2010). National Center for Children

in Poverty (NCCP).

UNICEF Guatemala, (nd.). UNICEF for every child