Thank You

I would like to take this opportunity to offer my sincerest thanks to you all.  This course is just the first on my journey toward the completion of my Master's degree and the continuation of my work in the field of Early Childhood.  You have all offered me great insight, inspiration, and intent.  I know that working with children is my passion, but have yet to discover the specific direction of my path.  I look forward to continuing to learn from you all and am excited to grow and share together.  I wish you all the best of luck now and for the future.
~Dana

New NAEYC resources

For any of my fellow educators/administrators who may be unaware:

NAEYC just release two new resources from the DAP Focus Series.

Check them out!!

             

Members can save 20%

We Have a Responsibility

Life is full of choices.  Each and every day we are confronted with situations that force us to examine, reflect, and respond.  Some happen in the blink of an eye; others require us to consult with morality, ethics, and values.  Professionally, as we work for the benefit of young children and their families, our choices may shape and change futures.  For this reason, we have a responsibility to hold ourselves to some of the highest global standards.

After consulting the Code of Ethics statements of two of the most highly-respected entities in the field of Early Childhood (NAEYC and DEC), I have chosen to share a few of their ideals. 

The first two come from the Code of Ethical Conduct and Statement of Commitment, published by the National Association for the Education of Young Children (NAEYC, 2005).

• I-3C.1--To promote safe and healthy working conditions and policies that foster mutual respect, cooperation, collaboration, competence, well-being, confidentiality, and self-esteem in staff members.  

This ideal is meant to describe the responsibility of employers to their staff and colleagues, but I feel that this ideal can be upheld by any professional in the field. We can always benefit from the strengths of our colleagues and utilize them, as a team, to improve the circumstances in our work environment.  The well-being of staff can, and often does, reflect directly on the effectiveness of the practice.  

• I-4.3--To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.

While this ideal may simply seem like the definition of basic childhood rights, all too often this is not the case.  Usually when a child, family, or community is struggling, negative behaviors and circumstances compound creating a vicious cycle of disadvantage.  If, through our work, we can provide aid and assistance in one area, we may be able to help build a more positive outlook for someone's future.

The third ideal I would like to share comes from the Professional Practice section of the Code of Ethics published by The Division for Early Childhood, under the heading Professional and Interpersonal Behavior (DEC, 2000).

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

Need I say more?

Though it may not be readily apparent, we ALL have something to give.

Exclusive to Early Education

As an Early Childhood Education professional, I am constantly updating my list of resources. Education and knowledge are fundamental tools for constructing the foundation necessary for providing exceptional environments for young children.  I have been blessed with a great starting point from Walden University.  I have also chosen to add a few of my current faves. 

Happy researching!

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, fromhttp://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, fromhttp://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, fromhttp://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.

Global Support for Children's Rights and Well-Being

• Association for Childhood Education International
  http://acei.org/
• World Forum Foundation
  http://worldforumfoundation.org/wf/wp/about-us
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
• 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

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/

Selected Professional Journals Available in the Walden Library

• 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

My Current Faves

• http://memfox.com/  Mem Fox is a sensational children's author who has so much to say regarding childhood literacy.  There is so much to explore here!
• http://www.pbs.org/wholechild/providers/minds.html  This site covers the "whole child" approach to education.  There are sections dedicated to parents, early childhood providers, and the ABC's of Child Development.
• https://www.iste.org/  The International Society for Technology in Education promotes the advancement of the effective use of technology in classrooms, PreK-12, and beyond.