Saturday, October 19, 2013

What Governs Us??? Code of Ethics in Early Childhood Education

Here are 3 Ideals from the NAEYC's Code of Ethics that appeal to me the most. (Ideals reflect the aspirations of practitioners)

Ethical Responsibilities to Children:
     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.



  • There are often times that even with the best intentions, those that are trying to help children forget to recognize the moment when additional assistance is necessary. 



Ethical Responsibilities to Families:
     2.5 To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs.



  • This addresses the need to not convert but respect all families related to their values and all they entail. 


Ethical Responsibilities to Community and Society:
     4.6 To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgement of children's rights and greater social acceptance of responsibility for the well-being of children.


  • Children and the elderly have the least rights regarding the needs for equal treatment in this and other countries. I believe this is due to their inability (in the minds of some people) to effectively contribute to society.   


Here are 3 Practices from the Division for Early Childhood for the Council of Exceptional Children that appeal to me the most.

II. Professional Development and Preparation:
# 4. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services. 

  • It's extremely important to support newcomers to the profession. In the beginning of my career I quickly realized that having the knowledge and applying it are two very different things. Having a mentor can ease some of the guess work involved in trying to figure things out.


III. Responsive Family Centered Practices:
 # 2. We shall provide 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.

  • I am thrilled to see the addition of sexual orientation due to the evolving world we live in and the various modern family units we serve. This particular practice will help to keep the importance of professionals remaining objective in the field.


IV. Ethical and Evidence Based Practices:
#1. We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.

  • As reporters of the news learn early in their career, you must always consider the source of your information. The same holds true regarding research and interventions. 




Friday, October 4, 2013

Helpful Resources

When you are faced with challenging moments and unsure on how to move forward with a resolution, below is some light at the end of the tunnel:)

The links below are resources that I find very helpful in ECE.

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=411

http://www.collabforchildren.org/

http://www.nationalcac.org/


Here are resources that were shared with me.



  • NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8.  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
  • 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:


  • 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/