Saturday, October 30, 2010
The Journey Continues.....
Well Classmates of EDU 6005, this is week 8 and what a wonderful journey it has been so far! I have really enjoyed learning and connecting with each of you through your blog post and discussion board assignments. I would like to thank the followers of this blog and group members for your continued support throughout the course. I wish everyone well and pray that we meet again as we strive to meet our individual goals!
Wednesday, October 20, 2010
Examining Code of Ethics
In this blog I will examine the codes of ethics for the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC), sharing how some of the principles listed in each document plays a significant role in my life.
The NAEYC Code of Ethical Conduct and Statement of Commitment (2005) "offers guidelines for responsible behavior adn sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education." The principles that I impact my professional life are:
Ethical Responsibilities to Children
Ideals I-1.11- To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.
This principle is important to me because in my classroom there are four students that speak little to no English. Our curriculum, Reading Street, teaches certain concepts or words in Spanish and also using Sign Language. This is helpful because it not only teaches students in their native language but it allows other children to learn certain words in a different language or method.
Ethical Responsibilities to Families
Ideals I-2.1- To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training.
I have a undegraduate degree in Child and Family Studies with an emphasis in Family Relations which I use as a foundation when working/meeting the needs of children and families. In my classroom, my assistant and have a classroom committee which meets monthly with the parents to inform about skills that we are working on, upcoming events and address any concerns of the parents. My center also has a policy committee that is run by the parents and staff which makes decisions on policy changes to better serve the children.
Ethical Responsiblities to Colleagues
Ideals I-3.A1- To share resources with co-workers, collaboratoring to ensure that the best possible early childhood care and education program is provided.
Our center holds weekly staff meetings, where teachers come together to discuss what works or doesn't work in their classroom. This time to meet with my co-worker is a special time because I absorb so much knowledge or strategies that I are often helpful in the classroom. Sharing also allows us to support and provide much needed encouragement when the stress level increases on hectic days.
The Division of Early Childhood for the Council for Exceptional Children (2009) states "the purpose is to identify key principles guiding our professional conduct and provide guidance for practice and personal dilemmas in our conduct research and practice." The principles that affect my professional life include:
Professional and Interpersonal Behavior
1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
We shall treat each child as if the child is our child or a member of our family. As a teacher, we serve as the mom, father or aunt of that child for approximately 7 to 8 hours a day (sometimes we spend more time with the child than the parent) so the child is trusting us to meet their needs.
Professional Development and Preparation
2. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.
I can remember my first year as a preschool teacher as crazy, stressful and full of tears. I wanted to give up many times but my mentor pushed me daily and encouraged me with little notes, hugs and smiles to get me through the hectic year. I am now a mentor teacher to the new teachers because this field can get stressful and lead to a quick burn out. We also hold weekly teacher meeting to exchange ideas and techniques that have worked with different students.
Responsive Family Centered Principles
4. We shall empower families with information and resources so that they are informed consumer of services for their children.
Our center holds Parent Teacher Meetings monthly which invites speakers from community agencies to come and introduce their services to our families. This is helpful because I have learned more about what is available in the community and also collected business cards for my resource file. We also work closely with the public school district to make sure that parents are aware of the resources available when their child graduates.
References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved October 20, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2009, August). Code of ethics. Retrieved October 20, 2010, fromhttp://www.dec-sped.org/
The NAEYC Code of Ethical Conduct and Statement of Commitment (2005) "offers guidelines for responsible behavior adn sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education." The principles that I impact my professional life are:
Ethical Responsibilities to Children
Ideals I-1.11- To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.
This principle is important to me because in my classroom there are four students that speak little to no English. Our curriculum, Reading Street, teaches certain concepts or words in Spanish and also using Sign Language. This is helpful because it not only teaches students in their native language but it allows other children to learn certain words in a different language or method.
Ethical Responsibilities to Families
Ideals I-2.1- To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training.
I have a undegraduate degree in Child and Family Studies with an emphasis in Family Relations which I use as a foundation when working/meeting the needs of children and families. In my classroom, my assistant and have a classroom committee which meets monthly with the parents to inform about skills that we are working on, upcoming events and address any concerns of the parents. My center also has a policy committee that is run by the parents and staff which makes decisions on policy changes to better serve the children.
Ethical Responsiblities to Colleagues
Ideals I-3.A1- To share resources with co-workers, collaboratoring to ensure that the best possible early childhood care and education program is provided.
Our center holds weekly staff meetings, where teachers come together to discuss what works or doesn't work in their classroom. This time to meet with my co-worker is a special time because I absorb so much knowledge or strategies that I are often helpful in the classroom. Sharing also allows us to support and provide much needed encouragement when the stress level increases on hectic days.
The Division of Early Childhood for the Council for Exceptional Children (2009) states "the purpose is to identify key principles guiding our professional conduct and provide guidance for practice and personal dilemmas in our conduct research and practice." The principles that affect my professional life include:
Professional and Interpersonal Behavior
1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
We shall treat each child as if the child is our child or a member of our family. As a teacher, we serve as the mom, father or aunt of that child for approximately 7 to 8 hours a day (sometimes we spend more time with the child than the parent) so the child is trusting us to meet their needs.
Professional Development and Preparation
2. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.
I can remember my first year as a preschool teacher as crazy, stressful and full of tears. I wanted to give up many times but my mentor pushed me daily and encouraged me with little notes, hugs and smiles to get me through the hectic year. I am now a mentor teacher to the new teachers because this field can get stressful and lead to a quick burn out. We also hold weekly teacher meeting to exchange ideas and techniques that have worked with different students.
Responsive Family Centered Principles
4. We shall empower families with information and resources so that they are informed consumer of services for their children.
Our center holds Parent Teacher Meetings monthly which invites speakers from community agencies to come and introduce their services to our families. This is helpful because I have learned more about what is available in the community and also collected business cards for my resource file. We also work closely with the public school district to make sure that parents are aware of the resources available when their child graduates.
References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved October 20, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2009, August). Code of ethics. Retrieved October 20, 2010, fromhttp://www.dec-sped.org/
Thursday, October 7, 2010
Resources for Children and Families
Here are some of my favorite websites that I like to visit to gather information:
Here is a list of some additional resources that can be used with Children and Families:
- National Head Start Association- this is the national site for Head Start that lists upcoming conferences, changes in curriculum and policies, professional development opportunities and current research in the field of early childhood.
- The Idea Box-is a website that shares thematic units, research and other topics for parents and educators in the early childhood field. Teacher or parents can print out work sheets for letters or shapes to assist with learning at home.
- The Future of Children- is a website set up with Princeton University that provides parents or teachers with journal articles, blogs and other resources for parents and teachers to learn/share information on children.
- The Whole Child-is a website designed for parents and early childhood educators that teaches social skills and develops a love of learning.
Here is a list of some additional resources that can be used with Children and Families:
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4465394/educ6005_readings/naeyc_dap_position_statement.pdf
- 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://www.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://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases. - 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.
- 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://www.worldforumfoundation.org/wf/about.php
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.org.gu.se/English/about_OMEP/
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.
- 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/pages/page.asp?page_id=22807 - The Erikson Institute
http://www.erikson.edu/
- 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
Saturday, October 2, 2010
A Few Words to Ponder.....
"Eventually we're going to get it right. I don't know how long it's going to take but it's going to happen."
~Edward Zigler~
Zigler, E. (2008). 2theadvocate. Retrieved on October 1, 2010 from http://www.2theadvocate.com/news/17007201.html
"Part of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions -not just constant sunshiny happiness."
~Janet Gonzalez-Mena~
Gonzalez-Mena, J. (1997). Child, family and community:family centered early childcare and education. Retrieved on October 1, 2010 from http://www.goodreads.com/author/show/568473.Janet_Gonzalez_Mena
~Edward Zigler~
Zigler, E. (2008). 2theadvocate. Retrieved on October 1, 2010 from http://www.2theadvocate.com/news/17007201.html
"Part of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions -not just constant sunshiny happiness."
~Janet Gonzalez-Mena~
Gonzalez-Mena, J. (1997). Child, family and community:family centered early childcare and education. Retrieved on October 1, 2010 from http://www.goodreads.com/author/show/568473.Janet_Gonzalez_Mena
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