NAEYC and DEC CODE of ETHICS

Codes of ethic that is meaningful to me and their significance to my professional life.

1. To be familiar wth the knowledge base of early childhood care and education and to stay informed through continuing education ad training.

You must familiarize yourself with early childhood education and childcare program and in order to stay infomed about what is gong on in the program you can also take some classes or read up on early cildhood education in Education Journals or articles in newspapers and in magazines.

2. To recognize and respect the unique qualites, abilities, and family structure are recognized and valued in the program.

Each and every child is diferent and unique in their own way.  All children does not learn at the same pace nor do they learn to talk at the time. Some children learn at a fast pace and need no help and some of the children you have to give them a little push to help them alone. All children need to they are special, important, and unique in their own way. They need to know that they matter and what they have to say is important.

3.To ensure that each child's culture, language, ethnicity, and family structure are recognized and valued in the program.

No matter what a child or family background, culture, nationality is the child and family still have a right to be in the program. The program has to accomadate all children that comes in to the program and to make them feel welcome and that their input mater.

4.  We shall be responsible for protectng the confidentiality of the children and families we serves by protecting all forms of verbal written and electronic communications.

This mean as professionals we are responsiable for keeping the family information confideritial nd not give out any information without their consent. No one other than the persons in the agency that works wih the families are allowed to view the child and family information.

5. We shall respect families rights to choose or refuse early childhood special education or related services.
  
Professionals should respect the rights of parents if they decide to refuse the services that the agency offer.  A professional could and should explain to the parents and give themhe positive and negative of why they should let their child o children use the srvices of the agency and if they still refuse the srvices then let it go at that and document that the parent refused the services and still treat the parents with respect.

6.  We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young childrens development and learning.

Teachers, assistant teachers and family case workers and all others that works in the early childhood program that comes in contact with the children must establish a relationship with the family. Invite the families to the school and in to the classroom and make them feel welcome, invite them to come in and volunteer wih the children or to just help out in the classroom.  Parents  can see and hear how and what their child or children is learning. 

Course Resources

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources. To access select media resources, please use the media player below and/or the course DVD (as applicable).


Note: This week includes a large number of Learning Resources. This multitude of resources is only a selection of the most influential resources and represents the wealth of information available to you as an early childhood professional. Later this week, you will have an opportunity to post these resources to your blog so that you can return to them as you progress through the program.
Required Resources

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

Note: Read the documents listed in Parts 1 and 2 in preparation for this week’s Discussion.

Part 1: 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/53036/CRS-CW-4603355/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. 

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. 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.

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/
     

Part 4: Selected Professional Journals Available in the Walden Library
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

Children Books
It's not Easy Being Big 
http:// www. sesamestreet.com

Froggy's Day with Dad 
http://www.scholastic.com/

The very Hungry Caterpillar 
Philomel Books  
Putnam and Grosset Group 
345 Hudson St. 
New York, NY 10014