NAEYC
Principles
P-1.1—Above all, we shall not harm children. We shall
not participate in practices that are emotionally
damaging, physically harmful, disrespectful, degrading,
dangerous, exploitative, or intimidating to
children. This principle has precedence over all
others in this Code.
I liked this principle because I think that when people think of harming a child they think of physical abuse, which is something that is easy to spot in a childcare setting. But what isn't as easy to spot is mental abuse. It is important as early childhood professionals that we do everything we can to encourage and foster growth and development in a child, not harm it. And in the heat of a frustrating moment a teacher might say or do something that is damaging to a child.
NAEYC
Ethical Responsibilities to Families
Families* are of primary importance in children’s
development. Because the family and the early childhood
practitioner have a common interest in the child’s
well-being, we acknowledge a primary responsibility to
bring about communication, cooperation, and collaboration
between the home and early childhood program
in ways that enhance the child’s development
having a good relationship with families is very important. I always like to have good communication with a family, and to make sure we are both on the same page about what we want for that child.
DEC
RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and
relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to
enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical
life activities. The early childhood special education professional will demonstrate respect for all families, taking
into consideration and acknowledging diverse family structures, culture, language, values, and customs.
Finally, families will be given equal voice in all decision making relative to their children. The following practice
guidelines provide a framework for enhancing children’s and families’ quality of lives.
I think this is important because everyone is different, and as early childcare teachers we need to respect every families beliefs. In my center we acknowledge every holiday and belief by learning about holidays form different cultures and children in the class. I think this is a great way for families to get involved as well.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, fromhttp://www.dec-sped.org/
Saturday, October 23, 2010
Sunday, October 10, 2010
Resources
Part 1: Position Statements and Influential Practices
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
http://www.casaforchildren.org/
http://www.earlychildhood.com/
http://www.4children.org/topics/child_care_and_early_care_and_education/
I posted these three websites that relate to early childhood education and advocacy because they are links that I often go to for support.
- 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-4465393/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.
- 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.
- World Forum Foundation
Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
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/pages/page.asp?page_id=22807 - The Erikson Institute
http://www.erikson.edu/
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)
- 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
"We are living in a world, where what we earn is a function of what we learn."
-Bill Clinton
http://www.quotedb.com/categories/education
No Single Ingredient: 2020 Vision for the Early Learning Workforce Early Learning Tour, Denver, Colorado, April 26, 2010 MARCY WHITEBOOK, PH.D. Center for the Study of Child Care Employment University of California at Berkeley 2 These truths about the early care and education workforce are not breaking news. We have known for two decades, since the release of the National Child Care Staffing Study in 1989, that limited education, lack of specialized early childhood training and poor compensation are inextricably linked to the poor to mediocre quality common to the majority of early care and education services across the nation. We have known, almost for that long, that the education level and pay of the workforce play a critical role in whether services can improve.
Rather than dwelling on the problems ---which those of you familiar with my work know that I could easily spend 30 minutes doing--- I want to suggest a framework for a 2020 Vision for the Early Learning Workforce which builds on the new context in which this conversation is taking place and which we can flesh out during our time together today.
This conversation about the workforce is occurring not just during a Presidential Administration which views an improved early learning system as fundamental to educational reform, but also at a time when the latest science overwhelming points to the workforce as central to the Administration’s goal of quality improvement. We now have scientific evidence to support a belief that many of us have held for a long time: that children’s environment of relationships in the first years of their lives shape the architecture of their brains, influencing their abilities long into adulthood.
(Excerpt)
-Marcy Whitebook
http://www2.ed.gov/about/inits/ed/earlylearning/denver-whitebook-speech.pdfEarly Learning Tour, Denver, Colorado, April 26, 2010 MARCY WHITEBOOK, PH.D. Center for the Study of Child Care Employment University of California at Berkeley Center for the Study of Child Care Employment University of California at Berkeley 2 These truths about the early care and education workforce are not breaking news. We have known for two decades, since the release of the National Child Care Staffing Study in 1989, that limited education, lack of specialized early childhood training and poor compensation are inextricably linked to the poor to mediocre quality common to the majority of early care and education services across the nation. We have known, almost for that long, that the education level and pay of the workforce play a critical role in whether services can improve.
Rather than dwelling on the problems ---which those of you familiar with my work know that I could easily spend 30 minutes doing--- I want to suggest a framework for a 2020 Vision for the Early Learning Workforce which builds on the new context in which this conversation is taking place and which we can flesh out during our time together today.
This conversation about the workforce is occurring not just during a Presidential Administration which views an improved early learning system as fundamental to educational reform, but also at a time when the latest science overwhelming points to the workforce as central to the Administration’s goal of quality improvement. We now have scientific evidence to support a belief that many of us have held for a long time: that children’s environment of relationships in the first years of their lives shape the architecture of their brains, influencing their abilities long into adulthood.
(Excerpt)
-Marcy Whitebook
http://www2.ed.gov/about/inits/ed/earlylearning/denver-whitebook-speech.pdf
-Bill Clinton
http://www.quotedb.com/categories/education
No Single Ingredient: 2020 Vision for the Early Learning Workforce Early Learning Tour, Denver, Colorado, April 26, 2010 MARCY WHITEBOOK, PH.D. Center for the Study of Child Care Employment University of California at Berkeley 2 These truths about the early care and education workforce are not breaking news. We have known for two decades, since the release of the National Child Care Staffing Study in 1989, that limited education, lack of specialized early childhood training and poor compensation are inextricably linked to the poor to mediocre quality common to the majority of early care and education services across the nation. We have known, almost for that long, that the education level and pay of the workforce play a critical role in whether services can improve.
Rather than dwelling on the problems ---which those of you familiar with my work know that I could easily spend 30 minutes doing--- I want to suggest a framework for a 2020 Vision for the Early Learning Workforce which builds on the new context in which this conversation is taking place and which we can flesh out during our time together today.
This conversation about the workforce is occurring not just during a Presidential Administration which views an improved early learning system as fundamental to educational reform, but also at a time when the latest science overwhelming points to the workforce as central to the Administration’s goal of quality improvement. We now have scientific evidence to support a belief that many of us have held for a long time: that children’s environment of relationships in the first years of their lives shape the architecture of their brains, influencing their abilities long into adulthood.
(Excerpt)
-Marcy Whitebook
http://www2.ed.gov/about/inits/ed/earlylearning/denver-whitebook-speech.pdfEarly Learning Tour, Denver, Colorado, April 26, 2010 MARCY WHITEBOOK, PH.D. Center for the Study of Child Care Employment University of California at Berkeley Center for the Study of Child Care Employment University of California at Berkeley 2 These truths about the early care and education workforce are not breaking news. We have known for two decades, since the release of the National Child Care Staffing Study in 1989, that limited education, lack of specialized early childhood training and poor compensation are inextricably linked to the poor to mediocre quality common to the majority of early care and education services across the nation. We have known, almost for that long, that the education level and pay of the workforce play a critical role in whether services can improve.
Rather than dwelling on the problems ---which those of you familiar with my work know that I could easily spend 30 minutes doing--- I want to suggest a framework for a 2020 Vision for the Early Learning Workforce which builds on the new context in which this conversation is taking place and which we can flesh out during our time together today.
This conversation about the workforce is occurring not just during a Presidential Administration which views an improved early learning system as fundamental to educational reform, but also at a time when the latest science overwhelming points to the workforce as central to the Administration’s goal of quality improvement. We now have scientific evidence to support a belief that many of us have held for a long time: that children’s environment of relationships in the first years of their lives shape the architecture of their brains, influencing their abilities long into adulthood.
(Excerpt)
-Marcy Whitebook
http://www2.ed.gov/about/inits/ed/earlylearning/denver-whitebook-speech.pdf
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