"Blog Assignment: Jobs/Roles in the ECE Community: National/Federal Level"

National organizations and federal agencies provide families with assistance and support children with early childhood programs.  State early childhood organizations, institutions, and communities of practice also provide funding to organizations to guarantee that each child can have the opportunity to become aware of all phases of community life.  As a result, professionals and families can collaborate to assist federal, state and local agencies in providing primary teaching and learning skills.  

The communities of practice are supporting children and their families with challenges of developmental skills the reaches children in their community.  Teacher research is increasingly recognized nationally and internationally as a critical part of early childhood professional development and noted for its role in advancing knowledge about teaching and learning (NAEYC, 2015).  ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development.  UNICEF works with governments, civil society, communities and other stakeholders to design and implement inter-sectoral evidence based ECD programs and policies that help young children reach their full potential by supporting families and communities, and by increasing access to quality early childhood care and education.

Reference

https://www.naeyc.org/content/teacher-research-initiatives

http://www.unicef.org/earlychildhood/

http://www.zerotothree.org/

"Blog Assignment: Exploring Roles in the ECE Community: Local and State Levels"

There are several state organizations of practices that were fascinating to me such as, Improving Teacher Quality with Communities of Practice, Communities of Practice: An NCTE Policy Research Brief, and Cultivating communities of practice.  I chose these particular websites because I thought it would be interesting to see how the districts would create a fun way of learning within the classrooms for young children and teachers.  Understanding professionals’ way of building developmental skills even with challenges can be a positive experience.  

Each one has job opportunities that are relevant to teaching young children an early education that will help throughout adulthood.  As well as providing the main strengths and skills for professionals to become successful with particular key points relevant with valuable visions to get ready for the journey into the future. 

Skills and experience that are needed to competently fulfill each of these roles help promote the equal right of children and support young children full participation in the political, social and economic development of communities.  Their vision will shape the UNICEF intended for children rights which professionals can advocate for children and their families.  The Committee is responsible for determining whether children fully enjoy the rights recognized under the Convention on the Rights of the Child (unicef.org).

Reference

Improving Teacher Quality with Communities of Practice

Communities of Practice: An NCTE Policy Research Brief

Cultivating communities of practice

http://www.unicef.org/earlychildhood/files/Guide_to_GC7.pdf