Examining Code of Ethics

There were many professional ideals displayed in the NAEYC and the DEC code of Ethics. I pulled three standards from the code of ethics because I am not familiar with the code of ethics standards as I am with the NAEYC standards. I feel as if it is important for me to become familiar with these ideals because of their importance in the early childhood field.

Professional and Interpersonal Behavior

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.

This is important because becoming familiar with individual needs allows instructors to facilitate and to create a better learning environment and to create resources that meet individual needs. Acknowledging that children learn in many different ways is important in this field. Families play a significant role in a young child’s educations. I feel as if it is important to try a meet each family individual need to promote the well being of a child.

Professional Development and Preparation

2.We shall continually be aware of issues challenging the field of early childhood special education

And advocate for changes in laws, regulations, and policies leading to improved outcomes and

Services for young children with disabilities and their families.

Special Education is an essential part of early childhood education. This code is extremely important because as a professional in this field it is important to be aware of underlying issues regarding special education. The field of special education requires powerful advocacy. Certain ethics must be in alignment with a specific system in order for services to be administered.

Enhancement of Children’s and Families’ Quality of Lives

4.We shall advocate for equal access to high quality services and supports for all children and

Families to enhance their quality of lives.

It is important to provide more than educational services to children and their families. Advocating for families so that they receive the best services to promote the whole well-being and impact the performance of education.

Course Resources

• 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, 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, fromhttp://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, fromhttp://www.fpg.unc.edu/~snapshots/snap33.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.
  Use the Academic Search Complete database, and search using the article's title. 

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, from http://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 video 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/about/
  Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements. 

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/main/about.cfm
• 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//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• 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.preknow.org/
• Voices for America’s Children
  http://www.voices.org/
• The Erikson Institute
  http://www.erikson.edu/
     

Additional Resources:

http://nces.ed.gov/nationsreportcard/about/inclusion.asp

http://www.ncss.org/positions/elementary

Challenging Behaviors in Early Childhood Settings
Creating a Place for All Children
By Susan Hart Bell, Ph.D., Victoria W. Carr, Ed.D., Dawn Denno, M.Ed., Lawrence J. Johnson, Ph.D., & Louise R. Phillips, M.Ed.

Here is a video for everyone to see. I watch this video very often for inspiration and motivation. I hope you enjoy!

Words of Inspiration and Motivation

Stability and Change in Parents' Expectations about Mainstreaming

 By: Pamela Winton

Families of children in mainstreamed environments have varying expectations associated with these integrated placements. Although previous studies have described some of these expectations in a retrospective fashion, no study has assessed expectations prior to the initiation of mainstreaming or documented the extent to which such expectations change during the course of a mainstreaming experience. This article describes the expectations of families of both handicapped and nonhandicapped children prior to the introduction of handicapped children into a day care center that had previously served only nonhandicapped youngsters.

 By: William J. Clinton

A report was made by president Clinton stating: the field of education is touched upon in the report at six locations: (1) "Relative Earnings by Education for 25-34 Year Olds" (Chart 2-9, p. 18); (2) Chapter 1 Compensatory Education (p.31); (3) Pell Grants (p. 32); (4) "Lifelong Learning," covering full funding of Head Start and related child care funding and Medicaid, National Service, Dislocated Workers Program, Job Corps Expansion, Summer Youth Employment and Training Program, Youth Apprenticeship, and various Department of Education reforms and initiatives (p. 57-59); (5) Impact Aid "b" Projects (p. 87); and (6) Reform of Student Loan Programs (p. 92). (WTB)

In week 2 resources Louise Derman stated that she found that young children were not succeeding, not because they couldn’t but because they lacked the tools needed to know how to strive in the public school setting. So she began working in early head start to make a difference. I found this quite intriguing because that is where I started in my career and I shared my rewarding experiences in the public school

Sandy Escobido: Her passion stemmed from personal experience. I choose her passion because it was similar to mine as well. My education was very important to me. It was important to my family that I received the best and now that I am in the field of education it is my responsibility to reproduce.

Personal Childhood Web

Mom- The woman I know as my mother is biologically my ant. She raised me since I was 3 months old. She provided a nurturing and a positive environment for me growing up. She and I were the only two in the house; therefore we had an inseparable bond. Growing up, my mother made me feel as if I could have anything I wanted to have. She instilled morals and values in me that I hold dear to this day. I could not imagine life without her. Our relationship remains the same till this very day. I go to my mom for guidance, wisdom, prayer and support. 

Sister- my sister has always been and will always be my role model. At times she has acted like a second mother to me. She has always been there to support me financially. She has always listened to what I have to say, whether it is negative or positive. I love having her in my life as a non-judgmental person. I think everyone needs someone in their life that they can relieve life worries and hardships too. I love my sister for that. I adore her spirit and ambition. She saw things in me that I did not see for myself. It is truly a blessing to have her in my world.

Grandmother- As she rest in heaven, I reflect on our times. When I was a young child, while my mother worked she cared for my cousin and I. My grandmother was so strict on her grandchildren. When I was younger, I did not understand why she made us do the things that she did. Now that I am older, I know exactly why she instilled the things that she did. I would give anything to tell her the lessons I have learned from her upbringings. My grandmother got me in the routine of living a successful life.

My best friend Chanelle- Chanelle is like a sister I never had. She has been a very great friend to me. We grew up in the same town and our families are mutual friends. I believe we share such a bond because we share the same interest and we experience so much of the same things. I share everything with her from pain to pure happiness. We do not live in the same town anymore so that limits us from hanging out like we used to. Now that we are older we keep our relationship in tact by talking on the phone, and to be honest it doesn't feel a bit different.

Na Na- My nana is my ant. She was the educational enforcer of my life. She has been the person who set a strict foundation of education for me. She helped support me throughout my college journey financially and educationally. I adore her because of her strong spirit. She has always been the rock in our family. My ant and my mother are very close and they have a huge impact in the way I live today.

O..Nemo :)

All I could do is smile when I received this pictured from one of my students. On Friday's we have a movie day and this particular Friday, we watched Finding Nemo. I found this pictures so intriguing because this child had a whole weekend to ponder about the movie that was shown. This picture shows that children capture and remember things that capture their attention.

Harmony

I was elated when I got the opportunity to become a teacher at a local daycare in my community. I had 18 students in my class. The class consisted of 3, 4 and 5 year old children.This particular daycare was barely getting by through enrollment and state inspections. I needed a summer job and the experience. When I first began teaching, the children were so excited to have a new teacher . This young child by the name of Harmony transferred her genuine spirit through me everyday. There was something unique about this particular child. Her parents seemed to take a keen interest in her learning. She was always dressed nice and she was so polite. I found myself attached to her spirit. After a month working , she was hospitalized and passed away shortly after.Harmony had been diagnosed with cancer for two years. I had no prior knowledge of her diagnosis. Her parents stated that she had been through so many surgeries and test, and it never altered her spirit. This situation touched my heart because it shows that children are so pure. Pure to the point of no stress, anxiety or trouble. They have the power to transfer positive energy into a well developed spirit. Children love to learn regardless of their circumstances. So when I teach, I teach as if it were the child's last day on earth, making sure that child feels loved , making sure that child goes home remembering something i have said or done. I have a part of that child in me to this very day. She has impacted my teaching career in a remarkable way.

An amazing children's story...

This is my favorite childhood book and I love to read this book to my students. I love this book because it introduces diversity at a young age.The setting takes place in the Arctic and introduces unfamiliar animals. I remember when I was a small child, I begged my mother to read this story to me over and over again.This book is about an unconditional love a mother shows to her child. I love to read this story in the beginning of the school year so that children have the opportunity to share their relationship with their parents with me. Its a great book to read to small children.

Meaningful Children's Quote

“children WILL FORGET WHAT YOU SAID, WILL FORGET WHAT YOU DID, BUT Children WILL NEVER FORGET HOW YOU MADE THEM FEEL.”