Good Luck!

I was so grateful to meet such professional, educated, and determined individuals over the past weeks.  Despite our diversity, we all came as one to be a support team for each other.  I am so thankful that I am able to experience this journey with each of you, as well as Professor Kien.  So again, thank you all for helping me how to do a blog and challenging me to become a better professional in the Early Childhood Field.

Examining Codes of Ethics

National Association for the Education of Young Children (NAEYC) Code of Ethics

Ideals- Ethical Responsibilities to the Children

I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions

Ideals- Ethical Responsibilities to the Family

I-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.

I choose these two ideals because I believe that it is our goals as Early Childhood Educators to foster a healthy development for all children.  I also believe in respect.  I believe that respect is the key to maintaining a healthy relationship.  I also believe that regardless of a child or family culture, respect should be given at all times.  I also believe that it is our responsibility to help children meet their developmental goals through nurture, respect, and a safe relationship and environment.

The Division for Early Childhood (DEC) Code of Ethics Responsive Family Centered Practices

We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs,

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

meaningful and relevant priorities and outcomes families’ desire for themselves and their children.

Again, I have a strong belief in respect, therefore which is why I choose this practice.  I also believe that it is a big part of my own characteristic. I believe if you have respect, then things will be smoother when developing relationships with children and their families. If you start off disrespectful toward a family, in regard to their culture or language, then it will be hard to have a mutual relationship with that particular family. I beleive that respect is a major attribute of my personal and professional development and growth, therefore it is a attribute that I want to continue to strive for excellence toward.

Article: 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

Article: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from

http://www.dec-sped.org/

Collection of Resources

COURSE RESOURCES

Video Program: “The Resources for Early Childhood”
Five early childhood professionals discuss their preferred and trusted resources.

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention.  http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. 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.  http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. 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. 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).  http://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. http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
• World Forum Foundation
  http://worldforumfoundation.org/wf/wp/about-us
  
  
• 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/
     

Part 4: Selected Professional Journals Available in the Walden Library

• 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

Part 5:  Additional Resources

·         Understanding Brain Development in Young Children

www.ag.ndsu.edu/pubs/yf/famsci/fs609w.htm

·         Child Poverty Research and Policy Centre

www.childpoverty.org

·         Child Development and Early Childhood Development Advice

www.pbs.org/parents/childevelopment/