Codes of Ethics- NAEYC and DEC

Codes of Ethics- NAEYC and DEC.
The three ideals that I find meaningful to my career in the NAEYC code of ethics are :
Ethical responsibility to children- 1-1.3
To recognize and respect the unique qualities, abilities and potential of each child.
Each child is unique indeed and can not be treated in a certain way, as an educator I need to find means to make each child in my care comfortable and happy. It is the educator’s duty to study each and every child’s learning style for instance and also understand weaknesses and find solutions to these.
Ethical responsibility to Families-1-2.3
To welcome all family members and encourage them to participate in the program.
It is a wonderful experience to see a child make progress when you work with the family, I think it gives the child assurance of the love and support and there is bound to be positive results.
Ethical responsibility to the colleagues – 1-3A.1
To establish and maintain relationships of trust, confidentiality, collaboration and co-operation with co workers.
This is something I am personally working on, I was trying to resolve an issue with my staff and the above ideal was my intention from the bottom of my heart, but the reaction I got from a colleague was very un expected and I thought about the principles relating to having concerns about professional behaviour and let her know but showing respect to her and in confidence had a discussion.
The three ideals that I find meaningful to my career in the DEC code of ethics are:
Professional Practice. Professional and interpersonal behaviour-
We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
Families are not always prepared to have a disabled child and need support and information on the services provided and the condition of the child. We as educators need to advocate for even more help wherever possible.
Professional Development and Preparation
We shall engage in ongoing and systemic reflective inquiry and self assessment for the purpose of continuous improvement of professional performance and services to young children with disabilities and their families.
This ideal is important in that it would not be right to base your work with the children on guess work, one needs to improve on their skills and seek guidance where necessary.
Ethical and Evidence Based Practises
We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
As a professional I think this is the right way especially where people are relying on you for information and for the child’s progress

Additional Course resoures

Three additional resources- early childhood ;
Early childhood
http://www.earlychildhood.com/
Experts provide articles in the early childcare field. This site provides ideas for projects and links and has a bulletin board for communicating with colleagues on specific issues.
EduPuppy
http://www.edupuppy.com
Provides a diverse set of links geared to preschool and primary grades. Links are categorized into over 50 subject areas, from content areas to professional concerns to support materials

ERIC Clearinghouse on Elementary and Early Childhood Education
http://www.eric.ed.gov
ERIC provides publications; research in early childhood education and assorted web links.

Course Resources for Early Childhood

• The Division for Early Childhood
http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
• WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
http://www.highscope.org/
• Children’s Defense Fund
http://www.childrensdefense.org/
• Center for Child Care Workforce
http://www.ccw.org/
• Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
• National Child Care Association
http://www.nccanet.org/
• National Institute for Early Education Research
http://nieer.org/
• Pre[K]Now
http://www.preknow.org/
• Voices for America’s Children
http://www.voices.org/
• The Erikson Institute
http://www.erikson.edu/

Course Resources for Early Childhood

Course Resources – Early Childhood

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http:/ pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf

Note: The following article can be found in the Walden University Library databases.
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
: Global Support for Children’s Rights and Well-Being
• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
• Websites:
o World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us

o World Organization for Early Childhood Education
http://www.omep-usnc.org/

• Association for Childhood Education International
http://acei.org/about/
National Association for the Education of Young Children
http://www.naeyc.org/

QUOTES ABOUT CHILDREN

QUOTES ABOUT CHILDREN
''Every child must be encouraged to get as much education as he has the ability to take.
We want this not only for his sake but for the nation's sake.''
President Lyndon Johnson
Annual message to the congress ( The presidential papers, item 9) 1965 Jan 12 Toward full educational opportunity
QUOTE BY LILIAN KATZ PhD. PUBLIC EARLY CHILDHOOD EDUCATOR
"Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children."
Lilian Katz,
Director of the ERIC Clearinghouse for Early Childhood Education and
Professor of Early Childhood Education at the University of Illinois (Champaign-Urbana)
I would like to start our next staff meeting with these quotes and hope that these wise words will inspire my colleagues as they have inspired me.
I have learnt a great deal about President Johnson’s contribution to the programme Headstart. Professor Katz is an inspiration to many educators and this is one of the many quotes I would like to share on my Blog.
The Early Childhood Professional who spoke the DVD entitled The passion for early childhood
‘’ As a child, I always wanted to be a teacher’’ when she became a teacher she goes on to say, ‘’It was a joyful experience made me feel whole I had passion to make sure children were nurtured in the right environment.’’
Louise Derman-Sparks Professor Emeritus, Pacific Oakland
Sandy Escobido gets her motivation to work in the field of early childhood from her personal experiences as a child of immigrants from Latin America . ‘’ Seeing parent s when I attend parent teacher meetings, learning to write, and learning to speak and tell their stories regardless of all the challenges going on.’’
Sandy Escobido Deputy Field Director, Los Angelos Pre-School Advocacy Initiative, Carlifornia Community Foundation .
‘’Its not all about you, you have to take your ego out of it and think about whats best for this child and you care about them enough to help them transition to what comes next and whats best’’
Quote on wisdom by Renatta. M Cooper, LA County, Chie f Adminstrative Officer.
We worry about what a child will become tomorrow, Yet we forget that he is someone today.
~Stacia Tauscher
‘’It is not enough for the teacher to love the child. She must love and understand the universe. She must prepare herself and truly work at it.’’
Maria Montisorri


References
Maria Montesorri
Womenshistory.about.com/od/quotes/a/montisorri.htm
Quote Garden
www.quotegarden.com/children.html
Laureate Education, Inc. (Producer). (2010). The Passion for early childhood [Video webcast]. In Foundations of early childhood studies. Retrieved from http://www.courseurl.com