THANKS A BUNCH!

Thank you all for taking the time to read my blog posts!  It was certainly a fun course connecting with all of you!  Good luck in your future classes and professions!

Examining Codes of Ethics

DEC Code of Ethics

PROFESSIONAL PRACTICE

• We shall demonstrate the highest standards of personal integrity,truthfulness, and honesty in allour professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.

• We shall honor and respect the diverse backgrounds of our colleagues including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations. 

ETHICAL AND EVIDENCE BASED PRACTICES

  

• We shall use every resource, including referral when appropriate, to ensure high quality services are accessible and are provided to children and families.

•  We shall maintain records of research securely; no personal information about research participants should be revealed unless required by law.  

 NAEYC Code of Ethical Conduct
--ETHICAL RESPONSIBILITIES TO CHILDREN-- 

Ideals
  To recognize and respect the unique qualities, abilities, and potential of each child.
  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.

Principles 
- Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.
- When another person tells us of his or her suspicion that a child is being abused or neglected, we shall assist that person in taking appropriate action in order to protect the child.


I chose the above codes of ethical conduct because they resonated the most with me.  Out of the DEC Code of Ethics, professional practice is very important to me.  I work in a current location where the staff is very divided and doesn't always get along with each other.  I make it my business to get along with everyone, but sometimes its like high school all over again.  I think it is important to remember to respect one another on every level possible.

From the NAEYC Code of Ethical Conduct, these ideals and principles are of most importance in my mind.  As teachers and early childhood professionals we need to realize how unique each child is.  Among each child being unique, they are also all filled with different amounts and types of potential.  Not each child learns the same or grasps a concept the same way.   This is for us to figure out and also enhance this about each child.  It is not an easy task but one that I most certainly enjoy doing.  Also, it is very important for me to know that the children are developing positively in a healthy and safe environment.  You hear so many tragedies happening on the news these days and it is such a shame.  These children should be left in our hands without a doubt in the parents mind.

Growing My Collection of 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
    https://worldforumfoundation.org/about-us
    
    
  • 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.

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/
  
• 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:

• www.ed.gov/early-learning/resources
• www.naeyc.org
• www.acf.hhs.gov
•  www.zerotothree.org