Thank You!

Thank You to all of my colleagues, I have leaned a lot in this course, and I have enjoyed reading your blogs and the discussions. I am excided to see how we grow and branch out to spread the word of Early Childhood Education thoughout the world. We are not just baby sitters we are educatiors and everyone needs to know how improtant we are.

NAEYC Code of Ethical Conduct

Principles

P-1.1

not participate in practices that are emotionally

damaging, physically harmful, disrespectful, degrading,

dangerous, exploitative, or intimidating to

children.

others in this Code

P-1.2

positive emotional and social environments that are

cognitively stimulating and that support each child’s

culture, language, ethnicity, and family structure.

—Above all, we shall not harm children. We shallThis principle has precedence over all.—We shall care for and educate children in

P-1.3

against children by denying benefits, giving

special advantages, or excluding them from programs

or activities on the basis of their sex, race, national

origin, religious beliefs, medical condition, disability,

or the marital status/family structure, sexual orientation,

or religious beliefs or other affiliations of their

families. (Aspects of this principle do not apply in

programs that have a lawful mandate to provide

services to a particular population of children.)

—We shall not participate in practices that discriminate

P-1.4

(including families and staff) in decisions concerning

a child, as appropriate, ensuring confidentiality

of sensitive information.

—We shall involve all those with relevant knowledge

P-1.5

which include multiple sources of information, to

provide information on children’s learning and

development.

—We shall use appropriate assessment systems,

P-1.6

those related to enrollment, retention, or assignment

to special education services, will be based on multiple

sources of information and will never be based

on a single assessment, such as a test score or a single

observation.

—We shall strive to ensure that decisions such as

P-1.7

with each child; make individualized adaptations in

teaching strategies, learning environments, and

curricula; and consult with the family so that each

child benefits from the program. If after such efforts

have been exhausted, the current placement does not

meet a child’s needs, or the child is seriously jeopardizing

the ability of other children to benefit from the

program, we shall collaborate with the child’s family

and appropriate specialists to determine the additional

services needed and/or the placement option(s)

most likely to ensure the child’s success. (Aspects of

this principle may not apply in programs that have a

lawful mandate to provide services to a particular

population of children.)

P-1.8

symptoms of child abuse and neglect, including

physical, sexual, verbal, and emotional abuse and

physical, emotional, educational, and medical neglect.

We shall know and follow state laws and community

procedures that protect children against abuse and

neglect.

—We shall be familiar with the risk factors for and

P-1.9

abuse or neglect, we shall report it to the appropriate

community agency and follow up to ensure that

appropriate action has been taken. When appropriate,

parents or guardians will be informed that the referral

will be or has been made.

—When we have reasonable cause to suspect child

P-1.10

suspicion that a child is being abused or neglected, we

shall assist that person in taking appropriate action in

order to protect the child.

—When another person tells us of his or her

P-1.11

that endangers the health, safety, or well-being of

children, we have an ethical responsibility to protect

children or inform parents and/or others who can.—When we become aware of a practice or situation—We shall strive to build individual relationships

Ethical Responsibilities to Children

Childhood is a unique and valuable stage in the

human life cycle. Our paramount responsibility is to

provide care and education in settings that are safe,

healthy, nurturing, and responsive for each child. We

are committed to supporting children’s development

and learning; respecting individual differences; and

helping children learn to live, play, and work cooperatively.

We are also committed to promoting

children’s self-awareness, competence, self-worth,

resiliency, and physical well-being.

Ideals

I-1.1

childhood care and education and to stay informed

through continuing education and training.

—To be familiar with the knowledge base of early

I-1.2

and research in the field of early childhood

education, child development, and related disciplines,

as well as on particular knowledge of each child.

—To base program practices upon current knowledge

I-1.3

abilities, and potential of each child.

—To recognize and respect the unique qualities,

I-1.4

their dependence on adults.

—To appreciate the vulnerability of children and

I-1.5

that foster children’s social, emotional, cognitive, and

physical development and that respect their dignity

and their contributions.

—To create and maintain safe and healthy settings

I-1.6

that are appropriate for the children to be assessed,

that are used only for the purposes for which they

were designed, and that have the potential to benefit

children.

—To use assessment instruments and strategies

I-1.7

and support children’s development and learning, to

support instruction, and to identify children who may

need additional services.

—To use assessment information to understand

I-1.8

learn in an inclusive environment that meets the

needs of children with and without disabilities.

—To support the right of each child to play and

I-1.9

including those with special needs, have access to the

support services needed to be successful.

—To advocate for and ensure that all children,

I-1.10

ethnicity, and family structure are recognized and

valued in the program.

—To ensure that each child’s culture, language,

I-1.11

language that they know, as well as support children

in maintaining the use of their home language and in

learning English.

—To provide all children with experiences in a

I-1.12

smooth transition as children and families move from

—To work with families to provide a safe and

one program to the nex

* There is not necessarily a corresponding principle for each ideal.

t.Copyright ©

NAEYC Code of Ethical Conduct

Core values

Standards of ethical behavior in early childhood care

and education are based on commitment to the following

core values that are deeply rooted in the history of

the field of early childhood care and education. We

have made a commitment to

•

of the human life cycle

Appreciate childhood as a unique and valuable stage

•

and learn

Base our work on knowledge of how children develop

•

and family

Appreciate and support the bond between the child

•

supported in the context of family, culture,* community,

and society

Recognize that children are best understood and

•

individual (child, family member, and colleague)

Respect the dignity, worth, and uniqueness of each

•

Respect diversity in children, families, and colleagues

•

potential in the context of relationships that are based

on trust and respect

Recognize that children and adults achieve their full* The term culture includes

Magazines for Children

New Moon: The Magazine for Girls and their Dreams

Ranger Rick

Stone Soup: The Magazine by Young Writers and Artists

Your Big Backyard

Other Resource Journals

 

---

Catalyst: Voices of Chicago School Reform:
Chicago Reporter:
Child Care Information Exchange:
Council for Exceptional Children Today Online CEC:
Early Childhood News: Educational Leadership ASCD:
Education Week
Exceptional Parent
Future of Children Genetic Epistemologist Journal of the Jean Piaget Society
Harvard Education Letter
Harvard Educational Review
Healthy Child Care
Horn Book
Innovations: International Reggio Exchange Merrill-Palmer Institute
Instructor Magazine Scholastic
Journal of Early Intervention CEC DEC
Phi Delta Kappan
Rethinking Schools
School-Age NOTES
Science and Children NSTA
Teachers College Record
Teaching Children Mathematics NCTM
The Reading Teacher IRA
Texas Child Care
Young Children NAEYC
Young Exceptional Children CEC DEC
Zero to Three

COURSE RESOURCES

 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/53029/CRS-CW-4477713/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.
  Use the Academic Search Complete database, and search using the article's title. 

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://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.

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/pages/page.asp?page_id=22807
  
• The Erikson Institute
  http://www.erikson.edu/
     

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

Quotes From The Passion, Motivation, and Wisdom For Early Childhood

I had a real contribution to the world to fix all the injustice that

 exist in the world and I wanted to do that through teaching

Louise Derman-Sparks

Working intently with children and families was almost like earning

a doctorate because every year their was a specific challenge.

Renatta M. Cooper

We the professionals in the Early Childhood Field have the

opportunity to Shape a child’s like for the better

Sandy Escobido

My passion comes from wanting to make a deference I am not

Her to save the world I am just her to win in my community.

Raymond Hernandez MS ED

Quotes From Early Childhood Professionals

Education is not a problem. Education is an opportunity.
Lyndon B. Johnson
If future generations are to remember us more with gratitude than sorrow, we must achieve more than just the miracles of technology. We must also leave them a glimpse of the world as it was created, not just as it looked when we got through with it.

Lyndon B. Johnson
All of us have to recognize that we owe our children more than we have been giving them.

Hillary Clinton
There is a great deal of political pressure to only talk about abstinence, and to deny support for condoms and education on using them. This policy will lead to the unnecessary deaths of many people.

Hillary Clinton