Thursday, February 24, 2011
Next...
Well I've almost made it through my first graduate level course, we are in the last week...and I must say what a journey it has been. I can honestly say that I didn't do this alone...sure I read the articles, completed my discussions, blogs and papers on my own but without the unwavering support of my family, friends, instructor and colleagues I would not be continuing this wonderful journey. And so I say NEXT...bring on the next class, the next instructor, the next group of classmates that I can learn so much from. It has been an amazing journey so far and I can't wait to see what I learn about myself and the early childhood field as I continue on... ... ...
Saturday, February 19, 2011
Examing Codes of Ethics
This week I have had the opportunity to review the NAEYC Code of Ethical Conduct and the Division for Early Childhood's Code of Ethics. The agencies both value children and families, want continued education and training for teachers and sense the importance of advocating for children, families and educators. There were many ideals that I found to be of importance but will summarize three of them now.
NAEYC Ethical Responsibilities to Children:
I1.1- To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
DEC Code of Ethics
Professional and Interpersonal Behavior
3. We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.
This is important to me because I believe in it. Many people come into the early childhood field with minimal (if any) education and training in child development, the importance of play and developmentally appropriate practices. They enter the field believing it is "easy" work and they will get to just "play" with children all day. What they do not understand is how children learn, the developmental milestones that children pass through, how vital early care is because of the brain development that takes place by age 8 and how important it is to care, nurture, accept and love all the children in their care. Providing the basics of child development through education courses and training opportunities is vital. Continuing the training and keeping up-to-date on what is the best practice for early care and education is important as well. We expect our doctors, mechanics and hair stylist to know all the recent medical breakthroughs, recalls on our cars and the newest hair styles...wouldn't it make sense to want our teachers to know the best ways of teaching and caring for our children.
NAEYC Ethical Responsibilities to Children
I1.5-To create and maintain safe and healthy settings that foster children's social, emotional, cognitive and physical development and that respect their dignity and their contributions.
DEC Code of Ethics
Professional and Interpersonal Behavior
6. We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning.
What sticks out for me here is safe and healthy settings. Unfortunately an early childhood classroom may be the only safe place that some children have, it may be the only time they receive meals regularly and the only time they can be without stress. I try to emphasize to teachers the importance of setting a positive tone in their classrooms so that the children know they are loved, can feel safe and secure while they are there because that is when they will learn the best. These statements also point out the importance of teaching to the whole child, looking at all domains of their development. These two statements also represent individualizing for each child. So many times teacher focus on what they want to teach and what they want the children to learn instead of focusing on what the children are interested in. When teacher's know their children well enough individualizing is an easy task. All it takes is spending time with the children and their families, talking to them and getting to know them.
NAEYC Code of Ethical Conduct
Responsibilities to Community and Society
14.4 To work through education, research, and advocacy toward a society in which all young children have access to high-quality early care and education programs.
DEC Code of Ethics
Enhancement of Children's and Famililes' Quality of Lives
4. We shall advocate for equal access to high quality services and supports for all children an families to enhance their quality of lives.
All children, regardless of race, culture, economic status, or disabilities, should have access to high quality care and education. It is our job as the professionals in the field to advocate for that. Advocacy does not require a degree in politics or a deep understanding of the political system. Advocating simply means using your voice for those who are unable to use theirs. Children can't speak up for themselves and sometimes parents don't feel they can speak up. As early childhood professionals we know how important early care is, how early the brain develops and how vital it is for children to have proper nutrition to learn and grow. It is our responsibility to inform those that do not understand these concepts and get them to a point of understanding so they fund our programs. We must use medical research, educational research and all other means available to support our work and get the funding needed to continue the quest to care for and educate ALL children.
Resources:
National Association for the Education of Young Children: Code of Ethical Conduct (April 2005)
Division for Early Childhood: Code of Ethics (August 2009)
NAEYC Ethical Responsibilities to Children:
I1.1- To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
DEC Code of Ethics
Professional and Interpersonal Behavior
3. We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.
This is important to me because I believe in it. Many people come into the early childhood field with minimal (if any) education and training in child development, the importance of play and developmentally appropriate practices. They enter the field believing it is "easy" work and they will get to just "play" with children all day. What they do not understand is how children learn, the developmental milestones that children pass through, how vital early care is because of the brain development that takes place by age 8 and how important it is to care, nurture, accept and love all the children in their care. Providing the basics of child development through education courses and training opportunities is vital. Continuing the training and keeping up-to-date on what is the best practice for early care and education is important as well. We expect our doctors, mechanics and hair stylist to know all the recent medical breakthroughs, recalls on our cars and the newest hair styles...wouldn't it make sense to want our teachers to know the best ways of teaching and caring for our children.
NAEYC Ethical Responsibilities to Children
I1.5-To create and maintain safe and healthy settings that foster children's social, emotional, cognitive and physical development and that respect their dignity and their contributions.
DEC Code of Ethics
Professional and Interpersonal Behavior
6. We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning.
What sticks out for me here is safe and healthy settings. Unfortunately an early childhood classroom may be the only safe place that some children have, it may be the only time they receive meals regularly and the only time they can be without stress. I try to emphasize to teachers the importance of setting a positive tone in their classrooms so that the children know they are loved, can feel safe and secure while they are there because that is when they will learn the best. These statements also point out the importance of teaching to the whole child, looking at all domains of their development. These two statements also represent individualizing for each child. So many times teacher focus on what they want to teach and what they want the children to learn instead of focusing on what the children are interested in. When teacher's know their children well enough individualizing is an easy task. All it takes is spending time with the children and their families, talking to them and getting to know them.
NAEYC Code of Ethical Conduct
Responsibilities to Community and Society
14.4 To work through education, research, and advocacy toward a society in which all young children have access to high-quality early care and education programs.
DEC Code of Ethics
Enhancement of Children's and Famililes' Quality of Lives
4. We shall advocate for equal access to high quality services and supports for all children an families to enhance their quality of lives.
All children, regardless of race, culture, economic status, or disabilities, should have access to high quality care and education. It is our job as the professionals in the field to advocate for that. Advocacy does not require a degree in politics or a deep understanding of the political system. Advocating simply means using your voice for those who are unable to use theirs. Children can't speak up for themselves and sometimes parents don't feel they can speak up. As early childhood professionals we know how important early care is, how early the brain develops and how vital it is for children to have proper nutrition to learn and grow. It is our responsibility to inform those that do not understand these concepts and get them to a point of understanding so they fund our programs. We must use medical research, educational research and all other means available to support our work and get the funding needed to continue the quest to care for and educate ALL children.
Resources:
National Association for the Education of Young Children: Code of Ethical Conduct (April 2005)
Division for Early Childhood: Code of Ethics (August 2009)
Tuesday, February 1, 2011
Resources for Early Childhood
Additional Resources
The Brazelton Institute
http://www.brazelton-institute.com/
Touchpoints
http://www.touchpoints.org/
The Program for Infant/Toddler Care
http://www.pitc.org/
Special Quest-regarding inclusion
www.specialquest.org/about.htm
http://www.teachingstrategies.com/ This website you can find curriculum aligned to state standards.
http://www.stepuptoquality.org/ This website is Ohio's star rating system.
http://www.ohio4kids.org/ This website was designed for parents to get information when looking for child care, child development information or fun activities to do at home with their children.
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/56607/CRS-CW-4744591/educ6005_readings/naeyc_dap_position_statement.pdf
- 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://www.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://www.fpg.unc.edu/~snapshots/snap33.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.
Use the Academic Search Complete database, and search using the article's title.
- 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://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization. Make sure to watch the video 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/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
- World Forum Foundation
Part 3: 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/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/
- 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
The Brazelton Institute
http://www.brazelton-institute.com/
Touchpoints
http://www.touchpoints.org/
The Program for Infant/Toddler Care
http://www.pitc.org/
Special Quest-regarding inclusion
www.specialquest.org/about.htm
http://www.teachingstrategies.com/ This website you can find curriculum aligned to state standards.
http://www.stepuptoquality.org/ This website is Ohio's star rating system.
http://www.ohio4kids.org/ This website was designed for parents to get information when looking for child care, child development information or fun activities to do at home with their children.
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