A Note Of Thanks and Support

To my Colleagues and Walden Faculty,
      
               The time has finally come for us to go to the next level. I want to thank each and everyone of you for supporting me in EDUC-6005-7 course. Words cannot express how I feel at this moment. I feel like I know each and everyone of you personally. You have supported me by giving words of encouragement when I felt frustrated, or even lost. Thank you for the comments and knowledgeable information that you have shared with me in this course. I have really enjoyed the collaborating experiences, and listening to what you have brought to this field. It was so nice meeting people that brought all kinds of creativity to this course.

               My colleagues, I hope that you have taken what I have shared with you throughout my journey as an Early Childhood teacher. I have supported you by commented on your post, and giving examples of what I have experienced as a teacher. I have supported you by learning from you and taking that information and sharing with other colleagues. I am glad that I had the experience to be a voice for you!

I want each and every one of you to continue to strive for the best! As you continue this journey always remember that you are the one that will make a difference in those children and families lives. My wish for my colleagues is to become successful learners and to utilize what they are perceiving in this field. I want them to become professional teachers, educators or whatever they choose to be. I want to leave this with you....YOU ARE THESE CHILDREN FUTURE! EARLY CHILDHOOD DOES MATTER! I have really enjoyed everyone! I will see you down the road as we continue our life-long learning!

                                                                                                      

Examining Codes of Ethics

NAEYC Code of Ethical Conduct

 

 

Ethical Responsibilities to Families

 

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

I think that it is very important for every family to feel comfortable with their child's teacher. I constantly remind my families that we have an open door policy. I welcome them at anytime so that they can see that their child is in a safe learning environment. I want them to trust me with their child. I always speak in a professional tone, and remind them that I am here for them and their child.

 

I-2.7- To share information about each child's education and development with families and to help them understand and appreciate the current knowledge base of the early childhood profession.

 

I would say this is not only meaningful, but is important as well. I share information with my families regarding their education on a daily basis. I communicate with my parents through letters, portfolios, conferences, and most of all home visits. I let my parents see the progress their child has made by starting the portfolio at the beginning of school. I will always let my families know when I see some development delayed issues. I explain to my parents on the first day, why early childhood is important, and why we need to communicate throughout the school year.

 

I-2.9- To participate in building support networks for families by providing them opportunities to interact with program staff, other families, community resources, and professional services.

 

Our program offers parent involvement, in fact welcomes all family members. The school get a panel of parents that takes the positions as presidents, vice presidents, treasures, and secretary. These parent attends all meetings regarding Head Start issues. They come and ask the teachers what they need, or what they would like for them to discuss in the meeting regarding early childhood. They join other families, professionals, and the community at these meetings. I encourage my parents to become a part of this panel. I tell them this is the time to be heard, and voice their opinions.

 

DEC Code of Ethics

 

5.We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children's learning styles, strengths, and challenges.

 

I do observations daily on my children. I look for something different, creative, and meaningful. I take these observations and record them into teaching strategy. This is where I level the children to see where they are at the moment. I can also use teaching strategy to see progress. This information goes to the Department of education. We have professionals come in and talk with the teacher about a child's progress. If the teacher see any issues, she and the team get together along with the parent to see what they can do to help the child. We use this assessment to analyze the child's strength, challenges, and learning style.

 

 



Growing Your Collection of Resources

                                                            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_infanttodllerFPG 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
Research News You Can Use: Family Engagement and Early Childhood Education By: Kyle Snow Ph.D.
https://naeyc.org/content/research-news-family-engagement
Early Childhood News-Article Reading Center
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548
Book: Early Childhood Education: History, Philosophy, and Experience By: Cathy Nutbrown, Peter Clough, Philip Selbie