Thank you everyone for the wonderful course! I cannot wait to see what the rest of this journey has to offer.
Sara

Code of Ethics

August 15, 2015
"Children teach us to wonder, to be surprised, accept possibility; to continue to believe that we can be better, that democracy is possible, that peace is possible."--- Carla Rinaldi

NAEYC Code of Ethical Conduct and Statement of Commitment

I-1.9—To advocate for and ensure that all children,
including those with special needs, have access to the
support services needed to be successful. (NAEYC Code of Ethical Conduct and  Statement of Commitment)

• It is important to advocate for the children and families that we work with. It is important as professionals to understand the different services that are available to families. Early intervention during the first couple years of life can make a difference in the  life of a child with a disability. 

P-1.1 Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code. 

• This is the most important code. It says right there in the code that it takes precedence over all others. Harming children is not what we do. we are suppose to encourage and teach children. 

P-1.9 When we have reasonable cause to suspect child abuse or neglect, we shall report it to the appropriate community agency and follow up to ensure that appropriate action has been taken. When appropriate, parents or guardians will be informed that the referral will be or has been made. 

• As a teacher and a early childhood professional we have a legal responsibility to report suspected abuse. They have created laws to have teachers and others with suspected abuse. Such as the name of the reporter is kept a secret for their safety. But it is our responsibility to do our part to help children in need.   

DEC Code of Ethics

We shall recognize our responsibility to improve the developmental outcomes of children and to
provide services and supports in a fair and equitable manner to all families and children. (DEC Code of Ethics)

• I believe this relates well with the first code of ethics I choose. It is our responsibility to recognize that a child might need extra services or support. I plan to use the assessments that are proper for the age group I am working with to best help the children that I am working with. 

We shall advocate for equal access to high quality services and supports for all children and
families to enhance their quality of lives. (DEC Code of Ethics)

• I believe that advocacy is an important part of being an early childhood educator. As an early childhood educator I want to be the best teacher I can be. As a female who wants to have children someday I want to have access to high quality child care and services. So I believe it is my job to do the best I can do as an educator.   

We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes.

• Building that strong relationship with parents is so helpful. Children that have active parents with their education are more likely to enjoy school and succeed. 

 References

 NAEYC. (2005). Code of ethical conduct and statement of  commitment. Retrieved from

        http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000). Code of ethics. Retrieved from

        http://www.dec-sped.org/

Early Childhood Education Resources

August 2, 2015
"Our greatest natural resource is the minds of our children."--- Walt Disney

Early Childhood Education Resources

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

1.) Apples for Children-- http://www.applesforchildren.org/ 

2.) Tools for Teachers-- http://www.earlychildhoodteacher.org/teacher-tools/

3.) Friedrich Froebel (1782-1852)-- Early Childhood Education 

"The child-soul is an ever-building fountain in the world of humanity."---Friedrich Froebel