Time Well Spent

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Three deeply felt learning from this program

  1. I have learned the importance of collaboration within the workplace and community as it relates to working with children and their families. There are several individuals and groups that believe in my passion for working with young children and families. Working with others is a great way to increase my comprehension, skills, and abilities.
  2. I have learned the importance of celebrating and identifying diversity in the early childhood field. Each one of my colleagues brought different sentiments and culture to these courses, just as each family conveys their culture to the early childhood programs. Creating atmospheres and spaces where families feel content, respected, valued and welcome is essential to their child’s progress, the creation of non-biased education.
  3. I have learned the vital value of understanding children and families’ exceptional identities, and how the identities must be fostered and supported in the early childhood education programs.

Long term goal…

One long term goal that I have is to own and operate my own educational learning center. I have always dreamed of opening my own center because I feel like I have more to offer than in the role of the educator. In being owner/director, I will be able to work face to face with the parents, children, and my staff. I will be able to run the center how I want it ran so that everyone will be respected, valued, and welcomed upon entering my center. Although going back to school is not in my near future, I will continue to stay current with the changes in the research as it relates to the early childhood program.


First I have to say we did it!!!! Congratulations to us all. I would like to say thank you to Dr. E for being an outstanding instructor and providing feedback to all assignments. It has truly been a pleasure having you as an instructor once more. You have helped make this course go by a lot smoother than I anticipated. When I wanted to quit and give up, you did not let that happen. From the bottom of my heart I thank you for all that you have done. I want to say thank you to all of my colleagues. It has been a journey throughout the courses. We have become one big family as we have supported one another in our discussions and blogs and even through emails. I pray that as we part our separate ways that each of you will continue to be successful as you embark on your future endeavors. Farewell and God bless.

My contact information:

Facebook- Dionna Hill



“The better you know yourself, the better you can understand your own responses to the children and families you work with” (Derman-Sparks & Edwards, 2010 p. 21)


Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).


Jobs/Roles in the ECE Community: Internationally


United Nations Children Fund (UNICEF)

UNICEF is an organization that “promotes the rights and wellbeing of every child, in everything we do…we advocate for measures to give children the best start in life, because proper care at the youngest age forms the strongest foundation for a person’s future” (UNICEF, n.d.). UNICEF also strive to make sure that girls receive a proper education and part of their mission is “to advocate for the protection of children’s rights, to help meet their basic needs and to expand their opportunities to reach their full potential” (UNICEF, n.d.). I chose UNICEF because they believe in putting the children first and making sure that their basic needs are met and they believe in the rights of children. There are an ample of job opportunities within this organization worldwide. There were several jobs that stood out to me but the one that I chose is an Education Specialist, in Ankara, Turkey.

Purpose of the Position

Under the guidance and general supervision of the Chief, the Education Specialist supports the development and preparation of the Education (or a sector of) programs/projects and for managing, implementing, monitoring, evaluating and reporting of progress of education programs/projects within the country program. The Specialist provides technical guidance and management support throughout the programming processes to facilitate the administration and achievement of results on education programs/projects to improve learning outcomes and equitable and inclusive education especially for children who are marginalized, disadvantaged and excluded in society.

The Specialist contributes to achievement of results according to plans, allocation, results based-management approaches and methodology (RBM) and UNICEF’s Strategic Plans, standards of performance and accountability framework.

Qualifications of Successful Candidate

  • An Advanced University Degree in education, economics, psychology, sociology or other social science field is required.
  • A minimum of 5 years of professional experience in social development planning and management in education and related areas at the international level, some of which preferably in a developing country is required. Relevant experience in a UN system agency or organization is an asset.
  • Fluency in English and another UN language.


Save the Children

The second international organization I chose is Save the Children. I chose Save the Children because I believe in everything that they stand for and believe in their cause of supporting children rights as well. I also love the fact that the well-being of children is their main concern. Their staff and representatives commit to protecting children and respecting their rights, both at work and in their personal lives (Save the Children, 2011). Their mission is “to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives” (Save the Children, 2011). Save the Children also had a lot of job opportunities that resonated with me but I decided to look into the position of Child Protection Manager and this position is on a 6-month term.



  • Significant Child Protection management experience working in an emergency response contexts or fragile states
  • Previous experience, four years’ minimum, in designing and implementing child protection programs in complex emergencies is essential.
  • Education to MSc/MA/MEng level in Social Work, Child Welfare, Human rights Law or similar or equivalent field experience.
  • Ability to identify the main gaps in child protection in the given context to inform a holistic response for children.
  • Good knowledge of and experience in using established inter-agency standards and guidelines in child protection, such as the Inter-agency Guidelines on Separated and Unaccompanied Children, the Paris Principles, MRM, SC Child Friendly Spaces Handbook, and the Minimum Standards for Child Protection in Humanitarian Settings.
  • Previous experience of managing a team and of project management
  • Experience of working in urban and rural programming, including liaising with local authorities and CBOs on program design and implementation.
  • Experience of and commitment to working through systems of community participation and accountability.
  • Ability to work both in an Advisory and a hands on implementation capacity
  • Experience in capacity building and in strengthening various duty bearers understanding of and response to child protection.
  • Experience of representation and ability to represent SC effectively in external forums.
  • Experience of preparing successful funding proposals for donors
  • Ability to write clear and well-argued assessment and project reports
  • Strong influencing skills and experience in advocacy
  • Politically and culturally sensitive with qualities of patience, tact and diplomacy
  • A high level of written and spoken English
  • The capacity and willingness to be extremely flexible and accommodating in difficult and sometimes insecure working circumstances.
  • Commitment to and understanding of child rights, the aims and principles of Save the Children, and humanitarian standards such as the Sphere Charter, he Code of Conduct, Child Protection and Child Safe Guarding. In particular, a good understanding of the Save the Children mandate and child – and family focus and an ability to ensure this continues to underpin our support


  • Language skills in Arabic
  • Good working knowledge of the Inter-Agency Child Protection Information Management System
  • Experience or knowledge of working and living in relevant regions/contexts


 United Nations Educational, Scientific and Cultural Organization (UNESCO)

I chose UNESCO due to the fact that they believe in equality education for boys and girls. “UNESCO strives to build networks among nations that enable this kind of solidarity, by: Mobilizing for education: so that every child, boy or girl, has access to quality education as a fundamental human right and as a prerequisite for human development” (UNESCO, 2011). Their mission is “to promote education as a fundamental human right, to improve the quality of education and to facilitate policy dialogue, knowledge sharing and capacity building” (UNESCO, 2011). There were 11 career opportunities that are available and reading through them, the one that I would like to work if I was to go international would be the position of an Associate Programme Specialist in Paris.



  • Advanced University degree (Master’s or equivalent) in the field of culture, social or human sciences or a related field. A first-level university degree in combination with two additional years of qualifying experience may be accepted in lieu of the advanced university degree.

Work Experience

  • Minimum of 2 years of relevant professional experience in safeguarding intangible cultural heritage or a related field, such as heritage management or cultural policy, or cultural programme management and implementation, of which at least one year acquired at the international level.


  • Capacity to elaborate and manage programmes/projects in the field of culture.
  • Ability to collect, synthesise and analyse information from various sources.
  • Ability to maintain effective working relations within a multicultural environment and to work effectively in team environment.
  • Ability to effectively convey and share ideas with others adapting the style, content and tone to suit the audience.
  • Strong sense of ethics, integrity, diplomacy.
  •  Excellent communication skills (oral and written), with ability to draft clearly and concisely.
  • Strong IT skills including knowledge of standard office software.


  • Excellent knowledge of English or French and good working knowledge of the other language (English or French).


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/

United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved from http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/

Jobs/Roles in the ECE Community: National/Federal Level

Upon completing my Master’s Degree, I will be embarking on a new journey in life, not only in looking for a job but also living in a new state. I will be moving to New Jersey by the first of November this year to start fresh and adventure in a different position but still working with children and their families.


The first site that caught my interest was that of the National Association for the Education of Young Children (NAEYC).  NAEYC’s mission is that the organization “promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children” (“National Association,” n.d.).  In looking under the professional development tab I located the link to career center which led to the job seekers link. Through this I was able to search and read several job opportunities that would allow me to work with children and their families. There were many jobs that I was interested in but I chose to look further into the Director’s role at Bright Horizons Childcare Center in Washington. The following information will present what I would need in order to fulfill this job opportunity from the NAEYC website:

At Bright Horizons, every day brings something new. As a child care director, you will have a chance to inspire the passion in your teachers, have a moment of pure connection with a child or parent, embrace an unexpected challenge that evolves into an opportunity to apply your intelligence, share your compassion and character in creating a solution – and every day, you’ll find your business focus balanced by a unique and very real sense of fulfillment.

Apply now to join the Bright Horizons team as an on-site leader at one of our beautiful centers. You will play a key role in creating and refining the center’s culture by supporting teachers in the development of an innovative, hands-on, emergent curriculum designed for the children in your care and building an environment where the children, families and staff thrive.


As a center director at Bright Horizons, you will:

·         Grow your team by hiring, training, supervising and inspiring a team of passionate, committed teachers

·         Collaborate with families to support and share the educational needs of their children

·          Nurture your career aspirations and personal growth through ongoing training and support

·         Inspire each child’s potential through our innovative curriculum, inclusive environment and strong family partnerships

·         Play an integral role in continuing the Bright Horizons commitment to quality

·         Enjoy the support of a corporate team dedicated to help you manage the daily operations of the center


At Bright Horizons, we support our employees in their lives both at home and at work. We ensure a work environment in which each employee’s chosen path is respected, rewarded, and celebrated.

·         Bachelor’s degree preferred; High School diploma/GED required

·         3-5 years of management/leadership experience

·         A combination of infant, toddler or preschool teaching experience

·          Well versed in NAEYC accreditation and licensing standards

·          Strong leadership, supervisory and customer service skills and ability to  create/maintain partnerships with families and staff

·         Ability to lead staff in implementing a developmentally appropriate curriculum

·         Strong organizational and communication skills and the ability to handle multiple tasks or crisis situations effectively

·         Capacity to understand and manage center financial duties

·         Computer literacy

·         Experience working in an inclusive work environment and managing across differences

·         Must meet state educational and licensing requirements for director; additional center/school requirements may apply


The second organization that I looked into is Zero to Three. The organization mission is to ensure that all babies and toddlers have a strong start in life (Zero to Three, 2011). Zero to Three launched in 1977 and since then it has grown to more than 160 employees working on a wide range of issues impacting infants, toddlers, young children and their families (Zero to Three, 2011). There were four job opportunities listed on the site but only one caught my attention. The job that resonated with me most is that of a Home Visitor through Edmonds Community College – Head Start & Early Head Start. The position is full time and is in Everett, Washington. The salary is 35,100.00 – 46,884.00 and the preferred education is a 2-year degree. Here are some of the responsibilities of the Home Visitor but not limited to:

  • The Home Visitor is responsible for delivering Early Head Start (EHS) services to enrolled infants, toddlers, and their parents within the img20130416135348969040947home setting, group socialization experiences, and providing a link between the family, Early Head Start and the community.
  • The Home Visitor delivers EHS comprehensive services (child development and learning, parent education, health, and family support) in weekly 90-minute home visits. Twice a month the Home Visitor and all his/her assigned families meet for a parent-child playgroup (called group socialization).
  • The Home Visitor must be able to respond to the unique needs and interests of the family while maintaining a focus on child development experiences. Home Visitors often encounter stressors such as families experiencing or living with trauma, struggling with homelessness, food insecurity, eviction, medical problems, violence, mental health issues, and addiction and substance abuse issues.


The last organization I chose is the Child Care Services Association (CCSA).  Child Care Services Association (CCSA) is a nationally recognized nonprofit working to ensure affordable, accessible, high quality child care for all families through research, services and advocacy. They are more than just an agency working to improve child care; they are also an association of groups, individuals and volunteers committed to supporting the right of young children and their families to have the best possible life (Child Care Services Association, 2015).  CCSA began in 1974 as two independent organizations: the Durham Day Care Council in Durham County and Day Care Services Association in Orange County. Each organization was created in affiliation with its local United Way as an ongoing vehicle to meet community child care needs. In 1999, after much success on parallel tracks, but recognizing the need for coordinated and consolidated efforts, the two organizations, the Durham Day Care Council and Day Care Services Association joined forces to become Child Care Services Association. The years since merger have shown unprecedented growth and improved service delivery (Childcare Services, 2015).

I chose this organization because they are dedicated to refining the child care system and making sure that children have access to high quality child care. There were several jobs available but I chose that of an Infant Toddler Specialist. This position is out of the Chapel Hill and Durham area. Some of the job requirement and skills are as follows:

  • Work collaboratively with the region’s CCR&R Quality Improvement staff and all other individuals providing technical assistance and training to child care providers serving infants and toddlers in the region
  • Work collaboratively with licensing consultants, abuse and neglect consultants, early intervention specialists, community college educators, child care health consultants, and health inspectors working with child care providers serving infants and toddlers in the region
  • Provide IT-SIDS (Infant Toddler Sudden Infant Death Syndrome) prevention trainings, Infant/Toddler Core trainings and various other trainings as neededsidsblockscropped
  • Recruit and maintain a caseload of programs serving infants and/or toddlers which includes developing program plans based on approved, research based models (i. e. ITERS, CSEFEL), implementing these plans through technical assistance visits, writing site visit summaries and assessing progress towards meeting goals with the overall project goal being to improve the quality and increase the availability of infant toddler child care services throughout the region


  • Effective oral and written communication skills with internal and external clients
  • Computer experience; knowledge of or demonstrated ability to learn File Maker Pro, Microsoft Excel, Google Mail and Google Docs, and Microsoft Word
  • Attention to detail with ability to handle large volume of administrative work
  • Ability to independently manage a large caseload of technical assistance and trainings throughout region
  • Ability to prioritize work and travel schedule to balance administrative duties, technical assistance and trainings
  • Ability to work well with a diverse client population
  • Professional appearance and demeanor


  • Bachelor’s degree in Early Childhood Education or related field and three years’ experience in direct service and management working with infants and toddlers, their families or programs that serve them OR Master’s degree in Early Childhood Education or related field and two years’ experience in. direct service and management working with infants and toddlers, their families or programs that serve them
  • At least two years’ experience providing technical assistance to child care programs to increase their quality of care
  • Program for Infant Toddler Care (PITC) certified or willingness/ability to successfully complete modules I-IV upon hire
  • Level 11 on the Early Educator Certification Scale through the NC Institute for Child Development Professionals
  • Knowledge of environment rating scales (ITERS) and the Pyramid model preferred.

The rest of the job information can be located on the website through the link provided in the references.



Child Care Services Association. (2015). Retrieved from http://www.childcareservices.org/about-us/

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

Zero to Three: National Center for Infants, Toddlers, and Families. (2011). Retrieved from http://www.zerotothree.org/

Exploring Roles in the ECE Community: Local and State Levels

nceca-top-webpage-white-frame-bpNorth Carolina Early Childhood Association (NCECA) was established in 1960.  NCECA’s mission is to improve the quality of child care in North Carolina. They are committed to making high quality child care available to all children in our state. Their membership includes parents, teachers, childcare center directors, family child care home providers and other child care professionals and advocates. The organization also advocates for improvement of the working environment for early childhood professionals. There are no jobs available at this particular organization.

mppfc-logoMartin-Pitt Partnership for Children (MPPFC) that was founded in 1998, brings together all the people involved families, teachers, doctors, childcare professionals, caregivers, social workers, and community partners – to ensure children have all they need for healthy growth and development. MPPFC is a nonprofit organization that serves the birth to five population and their families. MPPFC is one of 79 Smart Start partnerships in our state, North Carolina. MPPFC works to support parents, child care facilities, and educators through collaborative programs. The mission of MPPFC is to make meaningful and measurable investments in the quality of life for young children and families in education, health and support services. MPPFC goal is to provide every child in Martin and Pitt Counties between the ages of birth to five the opportunity to experience a quality early childhood education. This organization stands out to me because tnew-smart-start-logohere are professionals of different statuses working together for a common cause. MPPFC is one of 79 Smart Start partnerships in our state, North Carolina. MPPFC works to support parents, child care facilities, and educators through collaborative programs. There are no
current employment opportunities at this organization however, MPPFC offers a competitive salary and benefits, and a high-energy workplace. When there are openings on their staff, they advertise people to seek employment with them.

njac-10-122-4-7_files_image001State of New Jersey Department of Children and Families (DCF)– I chose this particular organization due to the fact that I will be moving to New Jersey by the end of October of this year. I was interested in learning to see if they had any program or organizations that resonate with me. I came across the New Jersey DCF and looked into and saw that it would be the kind of environment I would not mid working in because I get to work with the children and their families. The New Jersey DCF is the state’s first comprehensive agency dedicated to ensuring the safety, well-being and success of children, youth, families and communities. DCF’s vision is to ensure a better today and even a greater tomorrow for every individual they serve. Currently, DCF is staffed by approximately 6,600 employees and encompasses:

  • Adolescent Services
  • Centralized Child Abuse/Neglect Hotline
  • Child Protection and Permanency (formerly Youth and Family Services)
  • Children’s System of Care (formerly Child Behavioral Health Services)
  • Child Welfare Training Academy
  • Family and Community Partnerships (formerly Prevention and Community Partnerships)
  • Institutional Abuse Investigation Unit
  • Office of Licensing
  • Specialized Education Services
  • Women (transferred from DCA)

This organization has several jobs that are available but there is one that interest me and that is the position of TEACHER 1, 12 MONTHS (UNCLASSIFIED) or TEACHER 2, 12 MONTHS (UNCLASSIFIED). The following information will present what I would need in order to fulfill this job opportunity from the DCF website :


DEFINITION: Under direction of the Supervisor of Educational Programs, plans, executes, and evaluates the lessons and educational experiences of the assigned pupils, class, or classes. Performs these duties exercising independent judgment and with a comprehensive knowledge of department rules, regulations, and policies; does related work.


EDUCATION: Possession of a valid NJ Standard Teacher’s Certificate or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject areas appropriate to the teaching assignment, as determined by the head of a particular school or district.

EXPERIENCE: Thirty-six (36) months of full-time, properly certified teaching experience in an approved school, earned after thereceipt of the N. J. Standard Teacher’s Certificate.


DEFINITION: Under direction of the Supervisor of Educational Program, plans, executes, and evaluates lessons and educational experiences of assigned pupils, class, or classes; performs these duties exercising independent judgment and with a comprehensive knowledge of department rules, regulations, and policies; does other related work.


EDUCATION: Possession of a valid New Jersey Teacher’s Certificate (Standard, Emergency or Provisional) or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject areas appropriate to the teaching assignment, as determined by the head of a particular school or district.


DCF. (n.d.). Retrieved September 09, 2016, from http://www.nj.gov/dcf/about/

Martin/Pitt Partnership for Children. Retrieved from http://www.mppfc.org/

NC Early Childhood Association. (n.d.). Retrieved September 09, 2016, from http://www.ncearlychildhoodassoc.com/

Reflecting on Learning

My most passionate hope for my future as an early childhood professional and for the children and families with whom I work or will work is to create an anti-bias learning community that makes sure all children and their families feel welcomed, valued, bigstock_hope_2576413respected and supported. My hope is to also ensure that each family regardless of race, religion, culture, gender, sexual orientation, or economic class is visible and represented throughout the learning environment. I hope that all families feel accepted and can build and maintain a trusting partnership with myself as the educator. Derman-Sparks and Edwards (2010) mentions “As families develop trust that you care about and believe in their child, they come to feel that they, too, “belong” in your early childhood program” (p. 37). In order for children to build the basic trust they need for healthy development, they need to be loved, nurtured, and safe (Derman-Sparks & Edwards, 2010).

As an early childhood professional, my hope is to partner and link updownload with every family I come in contact with.  My hope is to support and advocate for the children and families I will work with on a daily basis.  My hope is to empower and strengthen families especially when they feel discriminated against and invisible to the point where they do not feel
valued and respected. This course along with previous courses has helped me to ponder on the importance of optimistic relationships or partnerships, equity and fairness in early childhood. In the media segment, Edwards mentions that in earning a Master’s Degree in Early Childhood Studies, with a focus on diversity, we have made a commitment to help children become proud in who they are, connected to their families, connected to their communities, open to, eager to embrace people who are different.” (Laureate Education Inc., 2011).

I would like to say thank you to all of my fellow colleagues for a wonderful and informative thank-you-thank-you-thank-you-Zk3gIW-clipartpast 8 weeks. It has been a privilege to be a part of a big movement that will help children to be successful and to reach to their fullest potential. Thank you all for your responses to my blog and also to my discussions. I want to that Dr. Bird-Pickens for all the support and encouraging words on my blogs, discussions, and other assignments. I look forward to being in the last course with some of you if not all. Be blessed and may you continue to excel as we embark on our future courses here at Walden University. Once again thank you to all of you for your continued love and support. .

Impacts on Early Emotional Development


The area that I chose to do is Central and West Africa. I chose this area because I was not familiar with it and I wanted to learn more about this particular region. In reading about this region I have learned that many children here are involved in suicide attacks and have been separated from their families. This region is facing so many deficits and harsh times especially the children because they are experiencing at early ages the sight of death,
violence and sexual violence. Children should be able to live their lives as children and not have to worry about living in fear or killing themselves while on a mission to kill others. This is just a sad case that should not have to be brought forth with children on the front line.

In Nigeria, Chad, Cameroon, and Niger children are being used as suicide bombers. “The
number of children involved in ‘suicide’ attacks in Nigeria, Cameroon, Chad and Niger has risen sharply over the past year, from 4 in2014 to 44 in 2015, according to UNICEF data
released today” (UNICEF, 2011). Thepeople of Nigeria was attacked and some were killed by a group that is known as Boko Haram. This group set many people homes on fire and caused so many children and families to be separated from one another for a period of time. Some of the residents barely escaped while others were left behind to die at the hands of Boko Haram.  Children are seen as threats and used as suicide bombers at the hands of this violent group Boko Haram. Children were coerced into this violence and not knowing what they were up against. “Deceiving children and forcing them to carry out deadly acts has been one of the most horrific aspects of the violence in Nigeria and in neighbouring countries” (UNICEF, 2011). The children were robbed of an education. Because of the acts of Boko Haram, they have “forced over 700,000 children out of school across Nigeria, Niger, Cameroon, and Chad” (UNICEF, 2011). The women and girls are being kidnapped, raped and engaged in sexual violence and causing them to become pregnant and the child born of that hateful act will “…also encounter stigma and discrimination in their villages” (UNICEF, 2011). No child asked to be signed up for what these children have experienced at such early ages. They deserve to live as a child and not have to worry about death.

Many children witnessing violence and death may hold their feelings on the inside, which then leads to mental illness.  UNICEF child protection specialist believes “It can lead to a vicious cycle of violence on the part of those who harbor such feelings, especially children” (UNICEF, 2011). Because children are used as suicide bombers many people fear for their lives. “As ‘suicide’ attacks involving children become commonplace, some communities are starting to see children as threats to their safety…This suspicion towards children can have destructive consequences” (UNICEF, 2011). Even though children have been through o many traumatic events in their lives, there is help to help them cope with what they have been through. UNICEF along with other supporters”… provides safe water and life-saving health services; helps to restore access to education by creating temporary learning spaces; and delivers therapeutic treatment to malnourished children. UNICEF also provides psychosocial support to children to help them cope with emotional distress” (UNICEF, 2011).

I can only imagine what these children and families are going through in experiencing children suicide bombers, rape, displacement, abduction, separation, maimed, and being killed. As a human being after reading and learning about what is going over there makes me sad and my heart ache because no one should have to experience this type of violence at such a young age. As an early childhood educator, it is important for to learn about the challenges young children face on a daily basis and how they can bring with them positive and negative experiences.  It is up to us as early childhood educators to create a safe,
secure, welcoming, warm, and comfortable environment for all children to learn, grow, and play. It is our job and responsibility to ensure that we help children appreciate their family and culture no matter where they come from (Derman-Sparks & Edwards, 2010). Family is all that we have and sometimes we go through a lot of traumatic events but in the end family is there for one another. Not only do we support the child as an educator but we also support the family. Families that encounter or experience traumatic events
should be provided with resources that can help them and their children with the emotional distress that they have been subjected to, provided by early childhood educator.


Derman-Sparks, L., & Edwards, J.O. (2010).  Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children

UNICEF (2011). Retrieved from: http://www.unicef.org/wcaro/english/media_10211.html