My ECE Master Blog: December 2011

Code of Ethics - NAEYC

Ideal 1-1.1 – To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

This is very important for us because we need to be responsible for our children and the families. To stay informed about what happen in the field, such as new policies, events, and so on, can help us be good leaders and advocates. It is crucial for my growing and learning.

Ideal 1-1.3 – To recognize and respect the unique qualities, abilities, and potential of each child.

I believe in this ideal because i know that children are our future. They have different needs, abilities and personalities. As early childhood professionals, we need to respect their differences and treat them according to their potentials and it's our responsibility to provide the best learning environment for them.

Code of Ethics - DEC

We shall recognize our responsibility to improve the developmental outcomes of children and to provide services and supports in a fair and equitable manner to all families and children

This is important and meaning for me because working with children requires responsibilities to support children and their families. We want to provide the best learning outcomes for our children and they should be equal to all the children and families.

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://www.naeyc.org/files/naeyc/file/positions/dap

* 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://main.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.

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:

o World Forum Foundation

http://worldforumfoundation.org/wf/wp/about-us

o World Organization for Early Childhood Education

http://www.omep-usnc.org/

o Association for Childhood Education International

http://acei.org/about/

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/