Note of Thanks and Support

 

This message is for my Instructor: Dr. Dartt and my colleagues in the Foundations: Early Childhood course. In this class I have learned a lot to take with me as I continue to get my degree. My Instructor has taught me a lot to carry on and my colleagues have given me much inspiration. I thank all of you and I am now going to advocate for all young children to get the quality education they will need at an early age. From what I have been taught and what you all have shown me; I know this can be done. Good luck to all!

Kathleen Thompson

The Three Ideals Contained in the NAEYC and DEC Codes of Ethics

 In the NAEYC and DEC codes of ethics, I have identified three that are meaningful to me in my

The NAEYC Code of Ethics that I chose was: Ethical Responsibilities to Children

Childhood is an exceptional and priceless platform in an Individual existence of life. Our chief responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child (NAEYC, 2005). They are committed to supporting children’s development and learning; respecting individual differences; and helping children learn to live, play, and work cooperatively (NAEYC, 2005).. The NAEYC supports the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities (NAEYC, 2005). They advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful (NAEYC, 2005). This ethical code ensures that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program (NAEYC, 2005).

I believe NAEYC evidence shows that children who are cared for do better in school and have a better probability of developing skills, in a positive way, to play a role in social and economic growth.  The NAEYC is meaningful to me because I am committed to campaigning for children’s understanding, self-worth and their physical well-being in their early childhood years.

  

Ethical Responsibilities to Community and Society

 Early childhood programs function inside the environment of their close community made up of families and other institutions concerned with children’s welfare (NAEYC, 2005). Ethical Responsibilities to Community and Society are to provide programs that meet the diverse needs of families, to cooperate with agencies and professions that share the responsibility for children, to assist families in gaining access to those agencies and allied professionals, and to assist in the development of community programs those are needed but not currently available (NAEYC, 2005).

A Caring community is essential to positive development in childhood. Children need to have positive relationships with a supportive adult can be the most critical factor in their well-being. Caring communities connect children to positive adults through everyday relationships with neighbors and teachers as well as with adult that volunteers in tutoring, mentoring, recreational or any other supportive roles will be able to create respectful and reciprocal relationships that support and empower families and communities. I want to involve all families in their children’s development and learning. Accomplishing these objectives requires collaboration with the families, communities, and government rights organizations.  

 The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children is a public statement of principles and practice guidelines supported by the mission of DEC. The foundation of this Code is based on sound ethical reasoning related to professional practice with young children with disabilities and their families and with interdisciplinary colleagues (DEC, 2000).

  One of the topics of the DEC is Professional Collaboration:

The DEC demonstrates their respect and appreciation for all families’ beliefs, values, customs,

languages, and culture relative to their nurturance and support of their children toward achieving

meaningful; relevant priorities and outcomes families desire for themselves and their children. (DEC, 2000).They are providing services and supports to children and families in a fair and equitable manner while respecting families’ culture, race, language, socioeconomic status, marital status, and sexual orientation. (DEC, 2000). They insist upon honoring and respecting the diverse backgrounds of all colleagues including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.

DEC wants us to respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes.

We shall empower families with information and resources so that they are informed consumers of services for their children. (DEC, 2000). We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues with whom we work recognizing their unique contributions to children, families, and the field of early childhood special education (DEC, 2000).

Professional collaboration is meaningful to me and significant to my professional life because professional communication between and among professionals, are important to give parents, families and students the correct information, to engage in mutual decision making, and to develop effective goals that are in the best interests of children.

NAEYC. (2005, April). Code of ethical conduct and statement of commitment.Retrieved, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05

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

http://www.dec-sped.org

Growing my Collection of Resources

Position Statements and Influential Practices:

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved, from
http://www.naeyc.org/files/naeyc/file/positions/dap

NAEYC. (2009). Where we stand on child abuse prevention. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf

NAEYC. (2009). Where we stand on school readiness. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf

NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Retrieved from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved, 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). Retrieved, from
http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

FPG Child Development Institute. (2006) Retrieved, from http://www.fpg.unc.edu/~snapshots/snap33.pdf

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, from http://www.unicef.org/crc/files/Rights_overview.pdf

Early Childhood Websites:

World Forum Foundation Retrieved from
http://worldforumfoundation.org/wf/wp/about-us

World Organization for Early Childhood Education Retrieved from
http://www.omep-usnc.org/

Childhood Education International Retrieved from
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these

Selected Early Childhood Organizations:

National Association for the Education of Young Children Retrieved from
http://www.naeyc.org/

The Division for Early Childhood Retrieved from
http://www.dec-sped.org/

Zero to Three: National Center for Infants, Toddlers, and Families Retrieved from
http://www.zerotothree.org/

WESTED Retrieved from
http://www.wested.org/cs/we/print/docs/we/home.htm

Harvard Education Letter Retrieved from
http://www.hepg.org/hel/topic/85

FPG Child Development Institute Retrieved from
http://www.fpg.unc.edu/main/about.cfm

Head start’s National Research Conference Retrieved from
http://www.acf.hhs.gov/programs/opre/hsrc/

Highscope 2010 Retrieved from
http://www.highscope.org/

Children's Defense Fund Retrieved from
http://www.childrensdefense.org/

Center for Child Care Workforce Retrieved from
http://www.ccw.org/

Council for Exceptional Children Retrieved from
http://www.cec.sped.org//AM/Template.cfm?Section=Home

Institute for Women's Policy Research Retrieved from
http://www.iwpr.org/

National Center for Research on Early Childhood Education Retrieved from
http://www.ncrece.org/wordpress/

National Child Care Association Retrieved from
http://www.nccanet.org/

National Institute for Early Education Research Retrieved from
http://nieer.org/

Pre [K] Now Retrieved from
http://www.preknow.org/

Voices for America's Children Retrieved from
http://www.voices.org/

The Erikson Institute Retrieved from
http://www.erikson.edu/

Quote:

“No government can love a child, and no policy can substitute for a family's care. But at the same time, government can either support or undermine families as they cope with moral, social and economic stresses of caring for children” (Hilary Clinton 67th US Secretary of State 2010).

Hillary Rodham Clinton Quotes 2010 Retrieved from
http://womenshistory.about.com/cs/quotes/a/qu_h_clinton.htm

Quote:

“The creative is the place where no one else has ever been. You have to leave the city of your comfort and go into the wilderness of your intuition. What you'll discover will be wonderful. What you'll discover is yourself”. Alan Alda, Actor

These two websites I recommend reading:

How Young Children Learn Retrieved from
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk1-1.htm

Anti-Bias Education - National Association for the Education of ... Retrieved from

http://www.naeyc.org/store/files/store/TOC/254.pdf