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ECE II

Unit D
Objective 8.01
Exemplify strategies for
continuing education,
balancing roles, and
managing stress.
Essential Questions:

• How should a person prepare and renew


educationally in an early childhood career?

• How should a person balance roles and


manage stress in an early childhood
career?
• This objective is about two types of
preparation for careers in early childhood
– Professional & Personal Preparation
• In order to be effective in one’s work, both
types of preparation are needed.
– What is involved in professional preparation?
– What does personal preparation include?
• After you obtain a position in the field of your
interest, is there any type of personal or
professional preparation that is still needed?
Continuing Education

• Opportunities for continual learning to


update career knowledge and job skills
– What exactly does this really mean????
Strategies for Continuing Education
• Appendix 8.01A
• 8 BIG Strategies for continuing education.
– We will be looking for more detailed “sub-strategies” to further develop each
“big strategy.”
• Scan the section called “Responsibilities to Self” in Chapter 5 of Child & Adult Care
Professionals, paying particular attention to the section with subhead “Continuing
Education.”
• Pair up and discuss what you read.
• Record “sub-strategies” from the reading and discussion in each section on the
handout.
• Using the literacy strategy Graphic Organizer, Appendix 8.01B, “Wheel of
Continuing Education”
– May I have a volunteer to read aloud the directions on this handout.
– Be sure you understand examples that belong in each category.
– Work independently to complete the activity.
• Pair and share results

Next slide shows directions for 8.01A


Strategies for Continuing Education
• Appendix 8.01A
• Graphic Organizer
• Directions:
– Use this graphic organizer to list, from your textbook reading, class
discussion—notes, and your own knowledge, detailed strategies for
continuing education.
– Be sure to put each strategy in the category in which it logically belongs.
• Look for continuing education events that fit your needs
• Look for continuing education events that fit your budget
• Look for observation opportunities
• Bring in-service training into the local school setting
• Look for print materials to update content knowledge
• Look for short-term learning opportunities
• Earn a credential or degree
• Join professional organizations
Strategies for continuing
education---look for:

• Continuing education events that fit your


needs
– Attend community college or university classes
on topics related to work
– Take classes that lead to a related degree
– Learn First Aid or CPR
Strategies for continuing
education---look for:

• Continuing education events that fit your


budget
– Avoid going into debt if possible
– Look for cost-effective workshops, classes,
and seminars
Strategies for continuing
education---look for:

• Print materials to update content


knowledge
– Libraries for teachers
– Professional books, journals, and newspapers
Strategies for continuing
education---look for:
• Observation opportunities
– Observe teachers or care providers in other
programs and settings
– Invite colleagues and teachers to observe you
and offer feedback
Strategies for continuing
education---look for:
• Short-term learning opportunities
– Find weekend workshops on related topics
– Travel to other countries to visit early
childhood programs
Strategies for continuing
education---look for:
• In-service training programs to bring into
the local school setting
– Look for available resource people
– Look for fellow faculty members who can lead
sessions
– Invite computer, art, and multicultural experts
and specialists to present
– Invite parents to share their areas of expertise
Strategies for continuing
education---look for:
• Professional organizations to join
– Subscribe to professional journals
– Look for workshops sponsored by these
organizations
– View for resources on websites of these
organizations
– Attend national conferences, hear experts
speak on timely topics, and view vendor
displays of the latest materials and equipment
Strategies for continuing
education---look for:

• Credential or degree programs


– North Carolina Early Childhood Credential (NCECC)
– North Carolina Early Childhood Credential
Equivalency (NCECCE)
– Child Development Associate (CDA)
– Associate’s, Bachelor’s, Master’s, and Doctoral
degrees
Strategies for Balancing Roles
and Managing Stress
• There are 4 BIG strategies for balancing roles and
managing stress.
• Through reading and discussion, you will be looking for
examples of more detailed “sub-strategies” to further
develop each “big strategy.”
• Scan the section called “Balancing Multiple Roles” in
Chapter 33 of Working with Young Children (red version)
and the section called “Managing the Stress Factors” in
Chapter 3 of Child & Adult Care Professionals.
• Pair and Share to discuss what you read and record
“sub-strategies” from reading and discussion in each
section of handout.
Strategies for Balancing Roles &
Managing Stress
• Appendix 8.01M
• Graphic Organizer
• Directions:
– Use the graphic organizer to list from your
textbook reading, class discussion--notes, and
your own knowledge strategies for balancing
roles and managing stress.
– Be sure to put each strategy in the category in
which it logically belongs.
Strategies for balancing roles
and managing stress

• Take care of your physical self


– Eat nutritious meals and snacks
– Eat regularly each day
– Exercise regularly
– Get enough rest
– Learn deep breathing and other relaxation
techniques
Strategies for balancing roles
and managing stress

• Manage work and multiple roles


– Set goals and priorities
– Break goals into tasks and work on one task at a time
– Share home and work responsibilities with others
when possible
– Plan ahead to meet most important obligations first
– Learn to say “no” to unnecessary commitments
– Set realistic expectations
– Practice effective time management strategies
Strategies for balancing roles
and managing stress

• Use leisure time wisely


– Spend time with friends and family
– Spend time working on hobbies of your choice
Strategies for balancing roles
and managing stress

• Find help when needed


– Seek help from a trusted friend
– Find a reputable counselor
Wheel of Continuing Education
• Appendix 8.01B
• Activity Cards
• Directions:
– This is your personal “Wheel of Continuing
Education.”
– Take a few minutes to write in each section of the
wheel examples from your life of each of these types
of continuing education.
– Keep in mind that educational opportunities occur
both in formal and informal settings.
– Become alert to ways you can ensure that your
education is always “continuing.”
Lifelong Learning---A Lifeline
Appendix 8.01CStudent Handout
• May I have a volunteer to read the handout
aloud.
– I will stop you after each paragraph to
ask/answer questions.
• You will then work independently using
“Links” from Appendixes D-K to complete
the activity.
– You will then share your work and comments.
Lifelong Learning---A Lifeline
Appendix 8.01CStudent Handout
• Lifelong learning is not just a trendy catch-phrase
or something that everyone appreciates, like a
juicy steak or homemade apple pie.
• Lifelong learning is an essential part of successful
life in the new millennium and a lifeline for
individual success.
• We need to better understand the concept of
lifelong learning, both as we reflect about our
pasts, and as we plan and prepare for our futures.
Lifelong Learning---A Lifeline
con’t…
• In this activity, you will identify examples from your
own life experience of things that have been important
parts of your learning thus far.
– You will reflect about the following questions:
• Who are the people who have influenced your life?
• What courses and workshops have you taken that were meaningful
to you?
• What degree programs have you investigated or begun or aspire to
become involved in?
• What work experiences have you had that have influenced your life?
• What volunteer experiences have you had that have made a
difference in your life?
• What readings have you done that have left a lasting impression?
• What organizations have you been involved in that have been
significant?
• What trips have you taken that have been eye-opening or
memorable?
Lifelong Learning---A Lifeline
con’t…
• As you think about these questions, use the Lifeline Links from pages that follow to record
examples of each of these aspects of your lifelong learning to date.
– Record just one example on each link.
– It is your option whether you prefer to leave each page intact and simply list
examples in the rows provided, or cut the links apart and loop them together as a
chain to represent your lifelong learning experiences thus far.
• When you are done, find a partner with whom to share.
– Add any links that you had forgotten to include initially.
– Compare the experiences you’ve had, and think about how many of the differences
were the result of your efforts and how many were matters of chance.
• As a next step, think ahead for a few moments about life experiences that you hope, plan,
or expect to have in the future.
– Construct a second lifeline showing your plans for the future.
– Keep in mind, that while we cannot predict some of the elements, such as the
influential people we may have the opportunity to meet and work with, there are some
elements over which we must take control if they are to happen at all.
– List below all of the types of lifelong learning experiences that you plan to take
advantage of in the future.
Lifeline Links
• Links---People of Influence
• Links---Courses and Workshops
• Links---Degree Programs
• Links---Work Experiences
• Links---Volunteer Experiences
• Links---Readings and Research
• Links---Professional Memberships
• Links---Trips and Travels
Continuing Ed Loops Master
• Appendix 8.01L
• Directions:
– Each student will receive two or more cards until all cards are
distributed and every student has at least one card.
– Each card supplies an answer, then poses a question.
– Listen to each question to see if you have the answer on their
card; if so, this is your signal to read.
– The person with “Start Here” on his/her card reads first.
Unit D
8.01 Learning Log
• Write in your Learning Log what you have
learned about strategies for continuing
education.
Key Terms
Appendix 8.01O
Continuing Education,
Balancing Roles, Managing
Stress
Strategies for continuing edu.
• continuing education
– Opportunities for continual learning to update career knowledge and job skills
• CPR
– Cardio-pulmonary resuscitation; emergency procedures for reviving heart and
lung function
• cost-effective
– Being able to get significant value for your money
• professional books, journals
– Publications of professional organizations, such as NAEYC
• Feedback
– Response to an idea or practice, such as comments about what was seen in a
teacher observation
• in-service
– Training offered by an employer to employees in service
• Vendor
– A person who represents a company that markets products/services
Strategies for balancing roles and
managing stress
• Balancing roles
– Keeping one’s life in balance while working in more than one role at a time
• Ex: wife, mother, and preschool teacher
• Obligations
– Things a person must do; commitments and responsibilities
• Commitment
– Something a person has promised
• Realistic expectations
– Expecting only what is logical and reasonable
• Leisure time
– Time available when a person is not working
• Reputable
– Having a good name, a good reputation
• Stress
– The body’s reactions, both physical and emotional, to circumstances causing tension or
strain
• Managing stress
– Handling tension and worries so that work and family life are fulfilling and enjoyable
Which is an example of managing
work and multiple roles?
A. Mary has learned to say “no” to
invitations that take away her weekend
time with her family.
B. Noland hates to turn people down; so he
takes on more tasks than he can do.
C. Oscar jumps from one job to another in a
typical day.
D. Patty does not like others to help her with
her work.
Answer: A