Examining Codes of Ethics

     Code of Ethics is a very important matter because it states how you should maintain your professionalism while on the job. It lets us know the dos and don'ts of our job, so that we may keep our jobs. The three main points that stuck out to me from this week code of ethics were 1)Professional and Interpersonal Behavior, which is listed in the DEC code of ethics, simply says that we shall hold ourselves in respectful character, and always strive for the highest level of personal and professional competence.                           The second was we are also committed to promoting children’s self-awareness, competence, self-worth, resiliency, and physical well-being, and this stems from the NAEYC ethics. This statement let others know that ECE are for the WHOLE child, not just parts. We are their school mommies and daddies.                                                   The third point was the core values, found on the NAEYC code of ethics, and it states: We have made a commitment to • Appreciate childhood as a unique and valuable stage of the human life cycle • Base our work on knowledge of how children develop and learn • Appreciate and support the bond between the child and family • Recognize that children are best understood and supported in the context of family, culture,* community, and society • Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague) • Respect diversity in children, families, and colleagues • Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect.                                                                                               These three points play much significance in my professional life because they acknowledge the importance of putting children first and that they have much concern for their well being. It states in plain form what ethics you should uphold being an Early Childhood Educator. 

Resources for Early Childhood Educators

Course Resources:

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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
• 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.
  Retrieved from the Walden Library databases.

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://worldforumfoundation.org/wf/wp/about-us
  This link connects you to the mission statement of this organization. Make sure to watch the media segment 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/
  Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

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/
• 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/
• Institute for Women's Policy Research
  http://www.iwpr.org/
• 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.pewstates.org/projects/pre-k-now-328067
• Voices for America's Children
  http://www.voices.org/
• The Erikson Institute
  http://www.erikson.edu/

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the Journal option under Search & Find on the library website to find journals by title.

• 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

 Additional Resources

The State Teacher Quality Network is a free electronic newsletter published biweekly by the Teacher Quality Network of the Council of Chief State School Officers (CCSSO). The newsletter highlights information related to teacher quality and improvement efforts at state and district levels. www.ccsso.org/whats_new/newsletters/teacher_quality_and_improvement/index.cfm

National Institute for Early Education Research (NIEER) provides nonpartisan research-based information related to the education of three- and four-year-olds. The institute commissions new research, advises policy makers, journalists, researchers, educators, and more. http://nieer.org

PBS Teachers provides early chilhood educators with professional development resources as well as curriculum tools and ideas. www.pbs.org/teachers/earlychildhood

http://naeyc.org/files/yc/file/200707/ClusterResources.pdf
https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_16253176_1&content_id=_39506740_1

Words of inspiration and motivation

A few quotes from Bill Clinton are as followed:

"When we make college more affordable, we make the American dream more achievable."

"It turns out that advancing equal opportunity and economic empowerment is both morally right and good economics, because discrimination, poverty, and ignorance restrict growth, while investments in education, infrastructure and scientific and technological research increase it, creating more good jobs and new wealth for all of us."

These two quotes give insight on how President Clinton feels about both education and poverty. During his president he made sure all people are able to succeed, and that nothing could stagnant them and keep them down.

Some quotes that Susan Bredekamp are famous for:

"Children benefit most from teacher who have the skills, knowledge, and judgement to make good decisions and are given the opportunity to use them."

"The fact that not only do you have to consider children as individuals, but you also have to consider children as members of groups with their own cultural identities."

The quotes from Susan Bredekamp describes her as a person who has the interest of the child first at heart. Her quotes make statements towards teachers that encourage them to be for the child and put forth their best, and the student will do their best. 

From the video from week 2,  the quotes are from Mrs. Louise:

"The reason the children were not succeeding had nothing to do with their innate intelligence, but the fact that they needed the tools to learn to survive and thrive in a public school system. "

"The preschool years are critical, they are the first most fundamental period were children are noticing who they are and the stereotypes. "

Her first quote speaks on her work with the children in Headstart who were not succeeding, becasue of the environment they were inm which did not have the tools needed to become successful. The next quote comes from her research as an early childhood educator in which she researched preschool children. 

 Laureate Education, Inc. (2010). The passion for early childhood.

 https://www.brainyquote.com/quotes/authors/w/william_j_clinton.html

http://tlsgoodmaneducator.blogspot.com/2013/02/susan-bredekamp-quotes.html