Thanks For Your Support

I would like to thank all of my classmates for the support you have shown me throughout this course. You have all helped me in different ways. The feedback I received from you all and Dr. Embree was invaluable and greatly appreciated. I feel honored to have shared a class with a group of ladies that are dedicated to their job and the children and families they serve, that they are taking the time to complete their Masters degree enable to serve them better. I wish you all good luck in completing your degree and fulfilling your professional goals.

Week 7 Assignment

Ethical Responsibilities to Children and Families

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

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

I-1.12—To work with families to provide a safe and smooth transition as children and families move from   one program to the next.

Creating an environment that makes children feel safe and secure gives them the confidences to want to learn and try new things.To fully serve your families, you have to build and maintain a trust that will last from the time they enter your classroom until they transition to the public school system.

Professional and Interpersonal Behavior Code of Ethics

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

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 believe that all people deserve respect no matter what their age may be. A person needs to know that count and that they are valued.

Enhancement of Children’s and Families’ Quality of Lives Code of Ethics

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. 

I have worked in centers where some of the teachers did not have respect for each other and teaching teams did not get along. In order to have an environment that celebrates our differences and individuality, we have to treat each other with respect and dignity. Children can tell when there is a hostile environment, and it affects their behavior.

 Refrences

NAEYC. (2005). Code of ethical conduct and statement of commitment. Retrieved Feb 20, 2016, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

DEC (2000) The Division for Early Childhood. Code of ethics. Retrieved Feb 20, 2016, fromhttp://www.dec-sped.org/

Early Childhood Resources

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, fromhttp://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, fromhttp://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, fromhttp://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Retrieve Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8.d 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, fromhttp://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, fromhttp://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.
  Retrieved from the Walden Library databases.

 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, fromhttp://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.

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
• http://www.voices.org/
• Voices for America's Children
• 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

Additional Links

http://www.communityplaythings.com/resources/articles/2016/challenging-behaviors

http://www.communityplaythings.com/resources/articles/2015/social-emotional-development

http://ecr.sagepub.com/reports/most-read

http://nieer.org/news-events/early-education-news