Wow! Time has gone by quickly. I just want to wish everyone the best of luck and hope to see some of you in my next class. Just remember as we take this journey that we are in this profession for a reason and that is to make a difference in the lives of those we teach. We are a team working together because team stands for Together, Everyone, Achieves, More. Again, best of luck to each one of you.
Vicki
Tuesday, December 20, 2011
Saturday, December 17, 2011
Code of Ethics
I-1.9—To advocate for and ensure that all children,
including those with special needs, have access to the
support services needed to be successful.
I agree that all children have the right to learn. When children with special needs I want to make sure that I can guide them to receive the support services they need to be successful whether this speech, occupational therapy or whatever type of service is needed to give them the best learning experience possible.
I-1.10—To ensure that each child’s culture, language,
ethnicity, and family structure are recognized and
valued in the program
This is important because children do have different backgrounds and as a teacher you need to be aware of the differences. You need to respect others culture and language.
I-2.1—To be familiar with the knowledge base related to
working effectively with families and to stay informed
through continuing education and training.
In order for me as a teacher I must stay aware of changes that may take place in the Early Childhood field. The more knowledge we have the better professionals we can become.
I-2.2—To develop relationships of mutual trust and
create partnerships with the families we serve.
Not only do I serve the children but their families as well. We are a team working together to give their children a great learning experience. I am also building a team with my parents in order to help them along the way also. This may be a parent who needs to go back to school to earn their GED. I am building that partnership with them to become a team.
I-2.3—To welcome all family members and encourage
them to participate in the program.
Parent involvement is very important in a program and we as teachers need to get our families involved. I always keep an open door policy with my parents. They are welcomed at all times and I love having parent volunteers in the classroom.
DEC
Responsive Family Centered Practices*Professional and Interpersonal Behavior
1. We shall demonstrate in our behavior and language respect and appreciation for the unique value
and human potential of each child.
2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all
our professional activities in order to inspire the trust and confidence of the children and families
and of those with whom we work.
3. We shall strive for the highest level of personal and professional competence by seeking and
using new evidence based information to improve our practices while also responding openly to
the suggestions of others.
4. We shall serve as advocates for children with disabilities and their families and for the
professionals who serve them by supporting both policy and programmatic decisions that
enhance the quality of their lives.
All of the above go back to being the best teacher you can be and in order to do this you must be willing to strive toward the things listed above. I am a professional in the Early Childhood field and I want to learn more everyday so that I can give my students a great learning expeience that they will carry with them in years to come.
Enhancement of Children’s and Families’ Quality of Lives
1. We shall demonstrate our respect and concern for children, families, colleagues, and others with
whom we work, honoring their beliefs, values, customs, languages, and culture.
2. We shall recognize our responsibility to improve the developmental outcomes of children and to
provide services and supports in a fair and equitable manner to all families and children.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
4. We shall advocate for equal access to high quality services and supports for all children and
families
I must understand the families I serve and remember that no two are alike. I must treat my families fair and not judge them due to certain things. I remember why I am in this field and what I want for the students I serve so in order for the best to happen I know I must give the best support I can give to the students and families I serve. I love my job and want to make the best of it. I want my students to look back in the years to come and say they remember me.
including those with special needs, have access to the
support services needed to be successful.
I agree that all children have the right to learn. When children with special needs I want to make sure that I can guide them to receive the support services they need to be successful whether this speech, occupational therapy or whatever type of service is needed to give them the best learning experience possible.
I-1.10—To ensure that each child’s culture, language,
ethnicity, and family structure are recognized and
valued in the program
This is important because children do have different backgrounds and as a teacher you need to be aware of the differences. You need to respect others culture and language.
I-2.1—To be familiar with the knowledge base related to
working effectively with families and to stay informed
through continuing education and training.
In order for me as a teacher I must stay aware of changes that may take place in the Early Childhood field. The more knowledge we have the better professionals we can become.
I-2.2—To develop relationships of mutual trust and
create partnerships with the families we serve.
Not only do I serve the children but their families as well. We are a team working together to give their children a great learning experience. I am also building a team with my parents in order to help them along the way also. This may be a parent who needs to go back to school to earn their GED. I am building that partnership with them to become a team.
I-2.3—To welcome all family members and encourage
them to participate in the program.
Parent involvement is very important in a program and we as teachers need to get our families involved. I always keep an open door policy with my parents. They are welcomed at all times and I love having parent volunteers in the classroom.
DEC
Responsive Family Centered Practices*Professional and Interpersonal Behavior
1. We shall demonstrate in our behavior and language respect and appreciation for the unique value
and human potential of each child.
2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all
our professional activities in order to inspire the trust and confidence of the children and families
and of those with whom we work.
3. We shall strive for the highest level of personal and professional competence by seeking and
using new evidence based information to improve our practices while also responding openly to
the suggestions of others.
4. We shall serve as advocates for children with disabilities and their families and for the
professionals who serve them by supporting both policy and programmatic decisions that
enhance the quality of their lives.
All of the above go back to being the best teacher you can be and in order to do this you must be willing to strive toward the things listed above. I am a professional in the Early Childhood field and I want to learn more everyday so that I can give my students a great learning expeience that they will carry with them in years to come.
Enhancement of Children’s and Families’ Quality of Lives
1. We shall demonstrate our respect and concern for children, families, colleagues, and others with
whom we work, honoring their beliefs, values, customs, languages, and culture.
2. We shall recognize our responsibility to improve the developmental outcomes of children and to
provide services and supports in a fair and equitable manner to all families and children.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
4. We shall advocate for equal access to high quality services and supports for all children and
families
I must understand the families I serve and remember that no two are alike. I must treat my families fair and not judge them due to certain things. I remember why I am in this field and what I want for the students I serve so in order for the best to happen I know I must give the best support I can give to the students and families I serve. I love my job and want to make the best of it. I want my students to look back in the years to come and say they remember me.
Saturday, December 3, 2011
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://www.fpg.unc.edu/~snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases.
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.
Use the Academic Search Complete database, and search using the article's title.
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 video 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/about/
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/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/
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
Additional Resources:
Books that I enjoy using:
Families, Professionals and Exceptionality: Positive Outcomes Through Partnerships and Trust by Ann Turnbull, Rud Turnbull, Elizabeth J. Erwin, Leslie C. Soodak, and Karrie A. Shogren
Developmentally Appropriate Practice in Early Childhood Programs, Third Edition by Carol Copple and Sue Bredekamp
Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively by Barbara Kaiser and Judy Sklar Rasminsky
Creating Literacy: Instruction for all children in grades Pre-k to 4 by Thomas G. Gunning.
Websites I find useful:
http://www.georgiaheadstart.org/
http://decal.ga.gov/ (Bright From The Start Early Care and Learning)
http://www.earlychildhoodnews.com/earlychildhood/articles.aspx?ArticleID=282
I love to search the internet about early childhood education.
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://www.fpg.unc.edu/~snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases.
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.
Use the Academic Search Complete database, and search using the article's title.
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 video 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/about/
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/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/
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
Additional Resources:
Books that I enjoy using:
Families, Professionals and Exceptionality: Positive Outcomes Through Partnerships and Trust by Ann Turnbull, Rud Turnbull, Elizabeth J. Erwin, Leslie C. Soodak, and Karrie A. Shogren
Developmentally Appropriate Practice in Early Childhood Programs, Third Edition by Carol Copple and Sue Bredekamp
Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively by Barbara Kaiser and Judy Sklar Rasminsky
Creating Literacy: Instruction for all children in grades Pre-k to 4 by Thomas G. Gunning.
Websites I find useful:
http://www.georgiaheadstart.org/
http://decal.ga.gov/ (Bright From The Start Early Care and Learning)
http://www.earlychildhoodnews.com/earlychildhood/articles.aspx?ArticleID=282
I love to search the internet about early childhood education.
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