Saturday, October 26, 2013
End of First Course
As I finish the last week of my first course at Walden University, I am breathing a huge sigh of relief! I feel that I have truly worked very diligently at completing this course and can't believe that eight weeks are over already. Thank you to all of my classmates for all of their persistence in attaining this important goal, for all of their valuable insights, ideas, and additional resources. This has truly been a memorable experience. I wish all of you the best of luck in your continuing studies and hope we share more courses in the future!
Sunday, October 20, 2013
Examining Codes of Ethics
I have taken some time this week examining the NAEYC and DEC codes of ethics, and have noted some similarities between them. Here I have taken three of the ideals within each one and discussed how each is meaningful to me professionally.
DEC Code # 1
We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
NAEYC Ideal I. 1.3. (Ethical Responsibilities to children)
To recognize and respect the unique qualities, abilities and potential of each child.
These ideals are meaningful to me professionally because I feel that regardless of where a child is developmentally, we need to take the time to appreciate that child for who he or she is and what he or she is capable of at this time. Using each child's strengths, we can then begin to address his or her challenges. It is also important to recognize that within every child there is a potential to succeed. It is our role as educators to figure out how to help that child reach his or her full potential. Some children may need unconventional methods of teaching in order to fulfill their potential. We also need to remember that every child is an individual, with their own experiences, values, and personality; and know how to encourage every child. While helping children reach developmental benchmarks is important, it is also important to enjoy the moment with every child.
DEC Code #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.
NAEYC Ideal I 1.9 (Ethical Responsibilities to Children)
To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
These ideals are professionally meaningful to me because of the unique population of children that have become my passion to work with. I am passionate working with preschool age children, but am even more passionate working with special needs children in early childhood. I believe that advocating for children, their families, and the professionals that serve them is especially important so that everyone can have the necessary tools to help these children succeed. Having access to the services is the first step in ensuring that these children receive the support they need, while supporting policy and programmatic decisions to enhance their quality of life is especially important, because often parents of special needs children are faced with difficulties on how to provide the best quality of life for their child.
DEC Code # 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.
NAEYC Ideal I 2.2 (Ethical Responsibilities to Families)
To develop relationships of mutual trust and create partnerships with the families we serve.
These ideals are especially meaningful to me professionally because I believe it is the strong relationships we forge with children, families, and our colleagues that form the foundation for success. We have seen evidence of this in many of our course readings, that by sharing information and fostering mutual respect among colleagues, children and families, we create a team that is committed to ensuring the success of all of our children.
Links to this week's resources:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, fromhttp://www.dec-sped.org/
DEC Code # 1
We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
NAEYC Ideal I. 1.3. (Ethical Responsibilities to children)
To recognize and respect the unique qualities, abilities and potential of each child.
These ideals are meaningful to me professionally because I feel that regardless of where a child is developmentally, we need to take the time to appreciate that child for who he or she is and what he or she is capable of at this time. Using each child's strengths, we can then begin to address his or her challenges. It is also important to recognize that within every child there is a potential to succeed. It is our role as educators to figure out how to help that child reach his or her full potential. Some children may need unconventional methods of teaching in order to fulfill their potential. We also need to remember that every child is an individual, with their own experiences, values, and personality; and know how to encourage every child. While helping children reach developmental benchmarks is important, it is also important to enjoy the moment with every child.
DEC Code #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.
NAEYC Ideal I 1.9 (Ethical Responsibilities to Children)
To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
These ideals are professionally meaningful to me because of the unique population of children that have become my passion to work with. I am passionate working with preschool age children, but am even more passionate working with special needs children in early childhood. I believe that advocating for children, their families, and the professionals that serve them is especially important so that everyone can have the necessary tools to help these children succeed. Having access to the services is the first step in ensuring that these children receive the support they need, while supporting policy and programmatic decisions to enhance their quality of life is especially important, because often parents of special needs children are faced with difficulties on how to provide the best quality of life for their child.
DEC Code # 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.
NAEYC Ideal I 2.2 (Ethical Responsibilities to Families)
To develop relationships of mutual trust and create partnerships with the families we serve.
These ideals are especially meaningful to me professionally because I believe it is the strong relationships we forge with children, families, and our colleagues that form the foundation for success. We have seen evidence of this in many of our course readings, that by sharing information and fostering mutual respect among colleagues, children and families, we create a team that is committed to ensuring the success of all of our children.
Links to this week's resources:
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, fromhttp://www.dec-sped.org/
Saturday, October 5, 2013
Additional Resources of Interest
I have found these resources to be helpful regarding special topics in early childhood education.
Friedman, Susan. (2010) Male
Voices in Early Childhood Education. YC:Young
Children. 65(3). 41-45.
Huffman, Cynthia. (2006).
Supportive Care for Infants and Toddlers with Special Health Needs. YC: Young Children. 61(4). 1-8.
Kaczmarek, Louise A. (2006). A
Team Approach: Supporting Families of Children With Disabilities in Inclusive
Programs. YC: Young Children.61(1). 1-10.
Magruder, Elizabeth S., Hayslip,
Whitcomb W., Espinosa, Linda M., & Matera, Carola. (2013). Many Languages,
One Teacher: Supporting Language and Literacy Development for Preschool Dual
Language Learners. 68(1). 8-15.
Mickel, Julie & Griffin,
Jayne. (2007). Inclusion and Disability Awareness Training for Educators. YC: Young Children.62(4). 1-9.
Course Resources
This week I have posted the course resources we have used thus far.
Position Statements and Influential Practices
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.
- 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
- World Organization for Early Childhood Education
- Association for Childhood Education International
- National Association for the Education of Young Children
- The Division for Early Childhood
- Zero to Three: National Center for Infants, Toddlers, and Families
- WESTED
- Harvard Education Letter
- FPG Child Development Institute
- Administration for Children and Families Headstart's National Research Conference
- HighScope
- Children's Defense Fund
- Center for Child Care Workforce
- Council for Exceptional Children
- Institute for Women's Policy Research
- National Center for Research on Early Childhood Education
- National Child Care Association
- National Institute for Early Education Research
- Pre[K]Now
- Voices for America's Children
- The Erikson Institute
- 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
- Article: National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships (Working Paper No. 1). Center on the Developing Child, Harvard University. Retrieved from http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp1/
- Book Excerpt: Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35-43). Thousand Oaks, CA: Sage.
- Article: Garris Christian, L. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children, 61(1), 12-20.
- Article: Woodhead, M. (2005). Early childhood development: A question of rights. International Journal of Early Childhood, 37(3), 79-98.
- Article: Hagel, J. (2009, November). Pursuing passion. Message posted to http://edgeperspectives.typepad.com/edge_perspectives/2009/11/pursuing-passion.html
- Article: Rosengren, C. (2010, February 4). Does having passion for your work even matter? U.S. News & World Report. Retrieved May 27, 2010, from http://money.usnews.com/money/blogs/outside-voices-careers/2010/02/04/does-passion-for-work-even-matter
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