Examining Codes of Ethics

NAEYC
I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and

physical development and that respect their dignity and their contributions.

This ideal is important to me because I believe children are only able to learn and grow when they feel safe. When I talk with coworkers, I often explain to them that the child's product is not important but they way on how they arrived at their final product. If we respect children for how they are and how they learn, we ensure that all our children feel valued and grow to their full potential.


I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.


This ideal is important to me on a personal level. I am from Germany and my culture is very important to me. My  own experience showed me how important it is to value different cultures and language in for all our children. Our programs consist of a varied student body and we should respect them for this by including all of them.


I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.

This ideal is important to me because I believe that families are the greatest influence in a child's life. In order to ensure all children get what they need, we have to ensure a consistency between our programs and home.  This can only be achieved if we respect the families and show them that they can trust us with their most precious possession their children.



DEC
I. PROFESSIONAL PRACTICE

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value
and human potential of each child.

This ideal is important to me as a professional as well as on a personal level. Each child is unique and we as professionals need to ensure children feel that we are respecting them and their family values. It starts by learning a few words in their own language and encouraging them do their best.

III. RESPONSIVE FAMILY CENTERED PRACTICES
4. We shall advocate for equal access to high quality services and supports for all children and

families to enhance their quality of lives.

This ideal is important because all children should have a chance to participate in programs that can help them gain the right skills to be successful in life. All children should have to possibility to participate in high quality services but we have to offer enough to make this a reality.

Responsive Family Centered Practices


5. We shall collaborate with families and colleagues in setting meaningful and relevant goals and
priorities throughout the intervention process including the full disclosure of the nature, risk, and
potential outcomes of any interventions.

I find myself explaining to both parents and coworkers about the importance of conferences to set goals for children. To gain an overall picture of what a child is truly capable of, it is important to have many different views on a child's weakness and strength. This is why this ideal is important to me because it can help both parents and professionals help a child in any area needed.



References
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/

Course Resource Section

1. Kids Included Together (KIT)
http://www.kitonline.org/

This organization has many resources available to include all children in the classroom. They work closely with military families and have workshops, trainings, and professionals that lend assistance to classroom teachers as well as programs.

2."The Brat Stops Here!"
Jacobsen, Mary Elaine (2006). The Brat Stops Here! New York: St Marin's Griffin.

This book is both for parents as well as people who work closely with challenging behaviors. This book is a guide on understanding frustrating behaviors and gives helpful tips on how to work with challenging behaviors to change them. What I like about this book is that it explains how temperaments can have an effect on children's behavior and how parents and teachers can use those temperaments to help the child manage behavior.

3. Zero To Three
Zero To Three. "Tips for Choosing Toys for Toddlers." Retrieved on 05 October 2010 from http://www.zerotothree.org/child-development/play/tips-for-choosing-toys-for.html

I like this article because it gives parents as well as program helpful information on what kind of toys toddlers are most likely to play with and which toys will actually evolve them. I am a mother of a toddler and find myself often frustrated because some of the toys I buy for my own child only interest him for about 2-3 hours. However, when I tried some of the toys this article recommended, I found my child has a lot more fun even though they are not the most expensive.

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
This link provides new studies and useful information for anyone who needs to find more age-appropriate. It introduces the importance of culture and creating a safe learning environment that fosters respect.

NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
Keeping children safe is a responsibility that everyone working with young children has. It is important to understand were different organization stand on child abuse prevention to understand what each one of us can do to help children get a voice.

NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf

This article shows different ways of how you can promote school readiness in your program and why it is important for children.

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
We are a multicultural society and need to take charge of promoting cultural diversity. This article gives insides in how we can help children learn and cope with linguistic difficulties and ensure that they can succeed while valuing their culture.
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
In order to ensure a high quality program, a curriculum needs that is ethical and age appropriate. This article helps you understand what to look for when deciding on a curriculum, assessment and program evaluation.
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
This article gives advice on including all children in your program no matter the challenges.

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
Zero to Three is a fairly new organization that has many helpful articles on how to make a difference and the importance of teaching young children.
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

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. 

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
This is a wonderful resource if you want to learn more about children's rights. These rights both promote unalienable rights to protect and foster children's learning as well as their right to be with families.

Websites:
World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization.

World Organization for Early Childhood Education
http://www.omep.org.gu.se/English/about_OMEP/
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/

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

Words of Inspiration and Motivation

 "Many of them thought that encouraging parents to put their young children in a school would tend to break up family life," she said, "and the pediatricians of the city were sure that we would spread children's diseases." (Abigail Eliot)

Reference

Abigail Eliot, 100; founded school that became department at Tufts; [City Edition]

Boston Globe (pre-1997 Fulltext). Boston, Mass.: Oct 31, 1992. pg. 19

I think this quote by Abigail Eliot is something we can all relate to working in child care settings. We often have to fight against prejudice of breaking up families or being a place where children get sick all the time. I do admit that I was one of those people who never thought much of day cares until I experienced them first hand and saw how much difference they can make.

"The most important thing is to enjoy children, to love them, be fair and just with them. If you do that, they're pretty likely to come out all right," (Abigail Eliot)

Reference

ABIGAIL ELIOT: STARTING UP

Phyllis Coons Globe Staff. Boston Globe (pre-1997 Fulltext). Boston, Mass.: May 13, 1984. pg. 1

Again, I think Eliot speaks out of my heart I also believe that children who are loved unconditionally and who feel they are treated fair learn the same traits.

"There is a reason the same toys are played with generation after generation: wooden blocks, crayons, puzzles, trucks, dolls," [Susan Bredekamp] says. "It's because they meet the needs that young children have always had."

Reference

Classic toys are best child educators say; [FIN Edition]

(AP). Toronto Star. Toronto, Ont.: Dec 7, 1988. pg. E.15

When I read this quote, I had to smile because I was reminded of my own son. I find that he gets bored with toys from the store faster then I can replace them while he seems to enjoy toys that are made with love.

"It was very rewarding; it made feel whole; it made me feel creative." Derman-Sparks, Professor Emeritus, Pacific Oak College, CA, (“The Passion for Early Childhood”, 2010) when talking about her Preschool Program.

Reference

“The Passion for Early Childhood” (2010). Foundations: Early Childhood Studies. (Laureate Education Inc, CD-ROM, 2010 release).

I like how Derman-Sparks describes her experience and the intrinsic rewards after working and seeing children grow. It is important to keep in mind that there are so many more rewards in our field of study then money.

"We as a  pprofessionals in the early childhood field have an opportunity to shape a child's life for the better and that is what makes me passionate about this field." Sandy Escobido, Deputy Field Director, Los Angeles Preschool Advocacy Initiative, California Community Foundation ("The Passion for Early Childhood", 2010)

Reference

“The Passion for Early Childhood” (2010). Foundations: Early Childhood Studies. (Laureate Education Inc, CD-ROM, 2010 release).

I agree with Escobido that we are a major influence in children's lives. Therefore, in my opinion, we have the responsibility to help them succeed.