Dear Colleagues,
Congratulations on finishing the first course in the Early Childhood Studies Master's Degree Program. The accomplishment feels great, and I have enjoyed getting to know each of you through the discussions and blogs. Thank you for all your support and positive feedback!
-Mary
Saturday, April 26, 2014
Thursday, April 17, 2014
Ethical Responsibilities in the Early Childhood Field
The Division of Early Childhood and the National Association for the Education of Young Children have each developed a code of ethics to help guide early childhood professionals in their daily workplace attitudes and decisions. In this blog post I am going to describe three key factors from the codes of ethics that guide my daily work.
First key: the individual child's development.
The NAEYC Code of Ethical Conduct and Statement of Commitment states, "Our paramount responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child" (NAEYC, 2005).
The Division for Early Childhood states, "We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning" (DEC, 2009).
These two statements help me stay focused in my job. It is important to remember that everything we do should revolve around what is best for each individual child's development. Each child is unique and deserves to be understood, loved and nurtured.
Second key: the importance of family.
The NAEYC Code of Ethical Conduct and Statement of Commitment states, "Because the family and early childhood practitioner have a common interest in the child's well-being, we acknowledge a primary responsibility to bring about communication, cooperation, and collaboration between home and early childhood program in ways that enhance the child's development (NAEYC, 2005)
The Division for Early Childhood states, "We shall empower families with information and resources so that they are informed consumers of services for their children" (DEC, 2009)
Partnering with families is of vital importance in early childhood education. Learning how to connect families with resources and keep communication strong and positive between the program and the families is one of my personal goals this year. I am working to identify and partner with community resources to assist parents, especially teen parents, in meeting the needs of the children. I am fairly new to the field and feel that I have a lot to learn, but this is an area that I am focusing on.
Third key: collaboration with co-workers.
The NAEYC Code of Ethical Conduct and Statement of Commitment states, "Based upon our core values, our primary responsibility to colleagues is to establish and maintain settings and relationships that support productive work and meet professional needs" (NAEYC, 2005)
By majoring in Early Childhood Studies with a specialization in Administration, Management, and Leadership at Walden University, I hope to gain strong leadership skills and help create a positive workplace for my colleagues. By working together as a team, my co-workers and I can better serve children and families that we work with.
References:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved April 15, 2014, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2009, August). Code of ethics. Retrieved April 15, 2014, from
http://www.dec-sped.org/
First key: the individual child's development.
The NAEYC Code of Ethical Conduct and Statement of Commitment states, "Our paramount responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child" (NAEYC, 2005).
The Division for Early Childhood states, "We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning" (DEC, 2009).
These two statements help me stay focused in my job. It is important to remember that everything we do should revolve around what is best for each individual child's development. Each child is unique and deserves to be understood, loved and nurtured.
Second key: the importance of family.
The NAEYC Code of Ethical Conduct and Statement of Commitment states, "Because the family and early childhood practitioner have a common interest in the child's well-being, we acknowledge a primary responsibility to bring about communication, cooperation, and collaboration between home and early childhood program in ways that enhance the child's development (NAEYC, 2005)
The Division for Early Childhood states, "We shall empower families with information and resources so that they are informed consumers of services for their children" (DEC, 2009)
Partnering with families is of vital importance in early childhood education. Learning how to connect families with resources and keep communication strong and positive between the program and the families is one of my personal goals this year. I am working to identify and partner with community resources to assist parents, especially teen parents, in meeting the needs of the children. I am fairly new to the field and feel that I have a lot to learn, but this is an area that I am focusing on.
Third key: collaboration with co-workers.
The NAEYC Code of Ethical Conduct and Statement of Commitment states, "Based upon our core values, our primary responsibility to colleagues is to establish and maintain settings and relationships that support productive work and meet professional needs" (NAEYC, 2005)
By majoring in Early Childhood Studies with a specialization in Administration, Management, and Leadership at Walden University, I hope to gain strong leadership skills and help create a positive workplace for my colleagues. By working together as a team, my co-workers and I can better serve children and families that we work with.
References:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved April 15, 2014, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2009, August). Code of ethics. Retrieved April 15, 2014, from
http://www.dec-sped.org/
Thursday, April 3, 2014
ECE Resource Collection
Below is a list of resources provided by Dr. Dartt, an instructor at Walden University for the Foundations in Early Childhood Studies course:
Position Statements and Influential Practices
Global Support for Children's Rights and Well-Being
Additional Resources to check out:
Position Statements and Influential Practices
- 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://main.zerotothree.org/site/PageServer?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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
- 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.
Retrieved from the Walden Library databases.
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:
-
- World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage - World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission. - Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.
- World Forum Foundation
Selected Early Childhood Organizations
- National Association for the Education of Young Children
http://www.naeyc.org/ - 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/ - 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/ - Institute for Women's Policy Research
http://www.iwpr.org/ - 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.pewstates.org/projects/pre-k-now-328067 - Voices for America's Children
http://www.voices.org/ - The
Erikson Institute
http://www.erikson.edu/
- YC Young Children
- Childhood
- Journal of Child & Family Studies
- Child Study Journal
- Multicultural Education
- Early Childhood Education Journal
- Journal of Early Childhood Research
- International Journal of Early Childhood
- Early Childhood Research Quarterly
- Developmental Psychology
- Social Studies
- Maternal & Child Health Journal
- International Journal of Early Years Education
Additional Resources to check out:
- Brazelton Touchpoints Center
- Ooey Gooey, Inc- A Silly Name, A Serious Message
- Education World, Early Childhood Activity Bank
- Early Childhood News: The Professional Resource for Teachers and Parents