Week 7 Three code of Ethics Ideals that are meaningful to me

NAYEC:

- Appreciate and support the bond between the child and family.

- Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect.

- Appreciate childhood as a unique and valuable state of the human Life style.

These three statements are meaningful to me because I think they are essential in a child's early childhood life. It is important for educators and caregivers to support the bond between a child and their family. We must take the time to learn and get to know the families to ensure we both as a team support the child as best as we can. It is important for children to trust their family, teachers and caregivers. Children will bond with those who care and respect them. Just because they are children does not mean they don't understand trust or respect. It is something we overlook because they are children. Childhood is a special part of our lives and many times our childhood experiences will determine how we grow up into adults. Children need to be able to be just that. Children. They need to be able to play, explore and learn as children.

D E C

I. Professional Practice

I. PROFESSIONAL PRACTICE encompasses the practice principles to promote and maintain high standards of conduct for the early childhood special education professional. The early childhood special education professional should base his or her behaviors on ethical reasoning surrounding practice and professional issues as well as an empathic reflection regarding interactions with others. We are committed to beneficence acts for improving the quality of lives of young children with disabilities and their families. The guidelines for practice outlined below provide a framework for everyday practice when working with children and families and with other professionals in the field of early childhood special education. Professional and Interpersonal Behavior 1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child. 2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work. 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. 4. 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. CODE OF ETHICS 5. We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children’s learning styles, strengths, and challenges. 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.

Professional Practice is significant in my professional and personal life. I believe it is important to be professional and respectful to all people at all times in your professional life. When there is professionalism and respect there will be success. Respect is important in my personal life and it is something my husband started to teach our kids at a very young age. I think if you have respect it will take you a long way in life personally and professionally.

References:

NAEYC. (2005). Code of ethical conduct and statement of commitment. Retrieved Feb 12, 2016 from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

DEC (2000) The Division for Early C hildhood. Code of ethics. Retrieved Feb 12, 2016, fromhttp://www.dec-sped.org/

Course Resource Section

Required Resources

• Video: Laureate Education, Inc. (2010). The resources for early childhood. Baltimore: Author.
  
  Note: The approximate length of this media piece is 18 minutes.
  
  Five early childhood professionals discuss their preferred and trusted resources.

Note: Read the documents listed in Parts 1 and 2 in preparation for this week's Discussion.

Part 1: 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, fromhttp://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://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.

Part 2: 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, fromhttp://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.

Note: Explore the resources in Parts 3 and 4 in preparation for this week's Application assignment.

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/
• 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/

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the Journal option under Search & Find on the library website to find journals by title.

• 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:

Resources for Early Childhood Educators as Learners This list includes general resources for early childhood professional development and further information organized by topic. For resources on eLearning, inclusion, and more, refer to the references and resources in each cluster article. General Young Children articles and books from NAEYC Hadden, D.S., & R.C. Pianta. 2006. MyTeachingPartner: An innovative model of professional development. Young Children 61 (2): 42–43. Hyson, M., ed. 2003. Preparing early childhood professionals: NAEYC’s standards for programs. Washington, DC: NAEYC. Hyson, M. 2005. Professional Development. New directions for emerging leaders: National fellowships. Beyond the Journal, Young Children on the Web, Jan. Online: journal.naeyc.org/btj/200501/hyson.pdf. McMullen, M.B., & S. Dixon. 2006. Research in Review. Building on common ground: Unifying practice with infant/toddler specialists through a mindful, relationshipbased approach. Young Children 61 (4): 46–52. NAEYC. 1993. Position statement. A conceptual framework for early childhood professional development. Online: www.naeyc.org/about/positions/pdfpsconf98.pdf. NAEYC. 2001. NAEYC Standards for Early Childhood Professional Preparation: Initial licensure programs. Online: www.naeyc.org/faculty/pdf/2001.pdf. NAEYC. 2005. NAEYC Early Childhood Program Standards and Accreditation Criteria: The mark of quality in early childhood education. Washington, DC: Author. National Institute on Early Childhood Development and Education. 2001. New teachers for a new century: The future of early childhood professional preparation. Washington, DC: U.S. Department of Education. Noe, L.R. 2005. The literacy caravan: Professional development in a unique environment. Beyond the Journal, Young Children on the Web, May. Online: www.journal. naeyc.org/btj/200505/02Noe.pdf. Olson, M., & M. Hyson. 2005. Professional Development. NAEYC explores parental perspectives on early childhood education. Young Children 60 (3): 66–68.

Web sites, organizations, and Listservs The Center for Teaching Quality (CTQ) develops and promotes teacher leadership as a means to improve student learning. The CTQ Web site offers a variety of resources, including information on teacher working conditions and a link to the recent report, Performance-Pay for Teachers: Designing a System that Students Deserve. http://teachingquality.org/index.php Early Childhood Education On Line Listserv offers support and information to educators of young children birth through eight years, including resources on professional development topics. www.umaine.edu/eceol ECE-SOS is an online resource for early childhood program directors. Its provides information and a community of support, including monthly articles and discussion forums. http://ece-sos.com ECPROFDEV-L, a Listserv hosted by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois, fosters communication among early childhood teacher educators and trainers. Discussions touch on philosophies of education and training, as well as designing learning activities, assessment, and other issues. http://ecap.crc.uiuc.edu/listserv/ecprof-l.html ExchangeEveryDay is the electronic newsletter for ChildCareExchange.com. It features success stories, trend reports, and more. www.childcareexchange.com/eed The Innovative Teacher Project is designed for early childhood educators interested in developing a deeper understanding of the Reggio Emilia approach and related issues. www.innovativeteacherproject.org The McCormick Tribune Center for Early Childhood Leadership focuses on developing leadership and management skills in early childhood administrators. Learn more about training, technical assistance, research, and public awareness on the center’s Web site. http://cecl.nl.edu National Institute for Early Education Research (NIEER) provides nonpartisan research-based information related to the education of three- and four-year-olds. The institute commissions new research, advises policy makers, journalists, researchers, educators, and more. http://nieer.org National Network for Child Care offers articles, other resources, a Listserv, and newsletters on a wide range of topics related to young children and child care. The network shares knowledge about children from the resources of the land-grant universities with practitioners, parents, and the general public. www.nncc.org/about.html PBS Teachers provides early chilhood educators with professional development resources as well as curriculum tools and ideas. www.pbs.org/teachers/earlychildhood Pre-K Now is an advocacy organization promoting high-quality prekindergarten programs. Educators will find a range of professional development resources related to pre-K. www.Preknow.org Reggio-L is a listserv discussion group cosponsored by Early Childhood and Parenting Collaborative at the University of Illinois and the Merrill Palmer Institute at Wayne State University. It provides a forum for sharing ideas on the Reggio Emilia approach. http://ecap.crc.uiuc.edu/listserv/reggio-l.html The State Teacher Quality Network is a free electronic newsletter published biweekly by the Teacher Quality Network of the Council of Chief State School Officers (CCSSO). The newsletter highlights information related to teacher quality and improvement efforts at state and district levels. www.ccsso.org/whats_new/newsletters/teacher_quality_and_improvement/index.cfm Videatives are electronic text documents about education and children’s learning that link directly to video clips that show a variety of scenarios demonstrating child development and early childhood education. www.videatives.com