Thursday, February 24, 2011
The Foundation of this Journey
This course has Foundation in it's title. Foundations must be strong. Foundations must be stable. Foundations must be reliable. The information that I received in this course provided me with the foundation of my professional passion. It provided me with resources for the foundation of my work. Finally, it help in my belief that all the work I do sets a foundation that is strong, stable and reliable for the development and education of the children I serve. This journey continues and I'm ready.
Saturday, February 19, 2011
The Professional Codes I Live By
My Preamble: I recognize that because I work with the most precious and vulnerable people, I have a moral and ethical obligation to act responsively on their behalf.
All of the "NAEYC Ideals " are meaningful however, if limited to 3 "Ideals" the following are they:
I-1.3- To recognize and respect the unique qualities, abilities and potential of each child.(Retrieved from NAEYC Code of Ethical Conduct and Statement of Commitment, 2005)
I chose this "Ideal" because of my love for children. The child that cries incessantly because he's missing his mother. The child who thinks everything belongs to him because it looks like his. The child who can't sit still for circle time, lunch or rest time. They are all special and precious. It is my obligation to help these children directly and/or through their teachers to adjust to their environment and know that their "unique qualities, abilities and potential" are accepted and celebrated.
I-1.12- To work with families to provide a safe and smooth transition as children and families move from one program to the next.(Retrieved from NAEYC Code of Ethical Conduct and Statement of Commitment, 2005)
I chose this "Ideal" because, this is a stressful and anxiety producing occurrence for parents to endure. When parents are comfortable with the care their children are receiving and they are moving into the "unknown" they need reassurance that their child will be alright. If a child is transitioning from one age group to another, we have the parents visit with the teachers, spend time in the new classroom and ask as many questions as they need to, to feel comfortable with the move. When their child is moving from our program on to another, we plan a field trip to the new program, for the child and parent, meet the new teachers, have the child meet and eat lunch with his/her new friends, give as much written information about the program to the parents and attempt to have the new teacher come to visit the child at our facility.
I-1.9- To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources and professional services.(Retrieved from NAEYC Code of Ethical Conduct and Statement of Commitment, 2005)
I chose this "Ideal" because it is very important for parents to feel we care. Parents need to feel connected, in as many ways as possible to the program where their child attends. Parents are encouraged to volunteer in their child's classroom. Parenting programs are an essential part of families connecting to families. They have the opportunity to share their experiences, joys and challenges with each other and may be able to work out or on solutions together. Our program has a Social Services department that is available to refer families to resources in the community. We provide services from Legal Aid and a therapy company for parents to access.
The DEC Code of Ethics also have "Ideals" that are important to my professional life.
PROFESSIONAL PRACTICE
Professional and Interpersonal Behavior
2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families with whom we work (Retrieved from DEC Code of Ethics, 2009)
I believe that being held accountable for all you do is important. I am responsible for my actions to and for the people I work with and for the children and families I serve. Parents have to have a high level of trust in the people who are caring for the most valuable person or little people in their lives. I must be honest with them when talking to them about their child. I must also be sensitive to their fears and concerns. If their child gets hurt, I must be honest when I tell them how it happened or that I didn't see how the injury occurred. To help staff grow professionally, I must be able to inform them when their behavior is inappropriate and to give them an alternative. I must do what I say I'm going to do for the children and families so they will have confidence in my word and our program.
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.
I observe and provide technical assistance to my teaching staff. I schedule training hours to ensure all needed and required ongoing training occurs for teachers. I document evidence of staff training and performance improvements in the classroom. I am responsible for training and mentoring each teacher in the implementation of our curriculum. I ensure that individual professional development plans are developed and implemented for all teaching staff.
RESPONSIVE FAMILY CENTERED PRACTICES
7. We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written and electronic communication.
Families must be able to trust that the information they share with me will be held in confidence. I alleviate the chance that information becoming public by signing an affidavit that holds me accountable to keeping all information confidential.
All of the "NAEYC Ideals " are meaningful however, if limited to 3 "Ideals" the following are they:
I-1.3- To recognize and respect the unique qualities, abilities and potential of each child.(Retrieved from NAEYC Code of Ethical Conduct and Statement of Commitment, 2005)
I chose this "Ideal" because of my love for children. The child that cries incessantly because he's missing his mother. The child who thinks everything belongs to him because it looks like his. The child who can't sit still for circle time, lunch or rest time. They are all special and precious. It is my obligation to help these children directly and/or through their teachers to adjust to their environment and know that their "unique qualities, abilities and potential" are accepted and celebrated.
I-1.12- To work with families to provide a safe and smooth transition as children and families move from one program to the next.(Retrieved from NAEYC Code of Ethical Conduct and Statement of Commitment, 2005)
I chose this "Ideal" because, this is a stressful and anxiety producing occurrence for parents to endure. When parents are comfortable with the care their children are receiving and they are moving into the "unknown" they need reassurance that their child will be alright. If a child is transitioning from one age group to another, we have the parents visit with the teachers, spend time in the new classroom and ask as many questions as they need to, to feel comfortable with the move. When their child is moving from our program on to another, we plan a field trip to the new program, for the child and parent, meet the new teachers, have the child meet and eat lunch with his/her new friends, give as much written information about the program to the parents and attempt to have the new teacher come to visit the child at our facility.
I-1.9- To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources and professional services.(Retrieved from NAEYC Code of Ethical Conduct and Statement of Commitment, 2005)
I chose this "Ideal" because it is very important for parents to feel we care. Parents need to feel connected, in as many ways as possible to the program where their child attends. Parents are encouraged to volunteer in their child's classroom. Parenting programs are an essential part of families connecting to families. They have the opportunity to share their experiences, joys and challenges with each other and may be able to work out or on solutions together. Our program has a Social Services department that is available to refer families to resources in the community. We provide services from Legal Aid and a therapy company for parents to access.
The DEC Code of Ethics also have "Ideals" that are important to my professional life.
PROFESSIONAL PRACTICE
Professional and Interpersonal Behavior
2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families with whom we work (Retrieved from DEC Code of Ethics, 2009)
I believe that being held accountable for all you do is important. I am responsible for my actions to and for the people I work with and for the children and families I serve. Parents have to have a high level of trust in the people who are caring for the most valuable person or little people in their lives. I must be honest with them when talking to them about their child. I must also be sensitive to their fears and concerns. If their child gets hurt, I must be honest when I tell them how it happened or that I didn't see how the injury occurred. To help staff grow professionally, I must be able to inform them when their behavior is inappropriate and to give them an alternative. I must do what I say I'm going to do for the children and families so they will have confidence in my word and our program.
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.
I observe and provide technical assistance to my teaching staff. I schedule training hours to ensure all needed and required ongoing training occurs for teachers. I document evidence of staff training and performance improvements in the classroom. I am responsible for training and mentoring each teacher in the implementation of our curriculum. I ensure that individual professional development plans are developed and implemented for all teaching staff.
RESPONSIVE FAMILY CENTERED PRACTICES
7. We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written and electronic communication.
Families must be able to trust that the information they share with me will be held in confidence. I alleviate the chance that information becoming public by signing an affidavit that holds me accountable to keeping all information confidential.
Tuesday, February 1, 2011
In Search Of....... Resources in the Early Childhood Field
The following resources are retrieved from the Walden University Resources:
Position Statements and Influential Practices
YC Young Children
Position Statements and Influential Practices
- 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/56607/CRS-CW-4744591/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/~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.
Use the Academic Search Complete database, and search using the article's title.
- 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-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.
- World Forum Foundation
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/
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
3 additional resources related to young children:
- NBCDI (National Black Child Development Institute) website http://www.nbcdi.org/
- RC3 (Relationship Centered Child Care) website http://www.childcaregroup.org/
- Gonzalez-Mena J. 2008. Child, family, and community: Family-centered early care and education. Indianapolis, IN: Prentice Hall
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