A Big Thank You to All!

Just Saying Thanks!!!

It's A Small World After All!!!

This is just to say thanks to all of you for the support, encouragement, comments, and positive thoughts shared during the past eight (8) weeks. It's being a pleasure meeting all of you in the discussions and your blogs. It is very encouraging to know that we are all journeying for the same cause; children and families. Even though we may be from different cultural backgrounds, we were able to relate to each other respectfully, positively, and with sensitivity. It's a small world!
I now look forward to the continued support and collaboration, as we share our hopes, our dreams, our goals and aspirations.

Thanks to all of you and have a Merry Christmas and a blessed New Year!

Thank You, Thank You!

   Thank You!      

               
Engrid

                   

You have really been an inspiration to me. I was able to relate to you because we share similiar experiences. I live in a country of a dfferent culture and you live in a country where the cultural traditions are also different from what you were accustomed to. However we were able to positively, collaborate with colleagues near and far for the well being of children and families. As we continue to support each other's growth, may we always remember what really matters; Children and families.

Thank you for your inspiration, support and dedication to early childhood education. May you find the joy, peace, and courage, as you reach out to children and families of different cultural background.

YOU!

Thank You! Thank You!

Evlyn
Thank You, Thank You, Thank You! 

I think it is fitting to say thank you for your insights, your thoughts, and your comments. Your demonstration of your professionalism and commitment to children and families were reflected in your responses, your blogs, and  your sharing of resources.

As we continue to grow and learn professionally, may we be an inspiration to each other and beome part of a community of caring and learning professionals. Children and families inTrinidad & Tobago need you! Children and families in Grenada need me! The Caribbean needs us! Society in general needs us! Let's continue to journey along and thank you for being a part of this great journey!

                   A very special thanks to you again!          Theresa 

Additiional Information/Week # 7

BASICS OF ETHICS AND MORALS

What ought people to do?

Ethics Explains WHY What's Good IS Good
and WHY What's Bad IS Bad Ethics is the science that explains the valuing process. It provides a theory for explaining why conduct is considered good or bad. It attempts to answer the questions "Why is this good?" and "Why is that bad?"

Why Do People Disagree on What's Right and Wrong? Abortion is right. Abortion is wrong. War is sometimes right. War is always wrong. Cheating on your income tax is OK as long as you don't get caught. You may not agree with everything the government does, but cheating on your income taxes is wrong. Ethics explains why you believe something is right or wrong. Ethical theories are the reasons we give for judging one action good and another action bad. These theories are the ultimate reasons we give in answer to the question "Why ought you to do this?" This does not mean that by knowing about ethics you will make proper moral choices. All it means is that you will be better able to explain why you make the choices you do. Basic Ethical Positions You could study the philosophical or ethical positions of the great "thinkers" of our time. By so doing, certain basic themes or patterns emerge. A number of authors use the following classification methodology to organize ethical thinking.   Moral Absolutism Right is right and wrong is wrong. Actions are inherently good or bad, regardless of the consequences. Moral absolutism claims that there are eternal moral values and eternal moral principles that are applicable everywhere.  This is the popular position of those who believe in a deity who establishes moral order in the universe. Read more about this view at Moral absolutism

Ethical Relativism

Circumstances alter cases.  Everyday standards are good, but exceptions are also right and good.  The judgment of good or bad is based upon the result or consequence of the act rather than the act itself.  An action is right if it tends to produce the greatest good for the greatest number. Ethical relativism claims that when two individuals or two cultures disagree on their moral views of an act, both can be right. What are the four categories used to justify actions? Read more at Ethical relativism

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Perfect for parents and educators: All About Ethics and Morals covers everything on this site and more. It explains ethics and morals clearly and quickly. You'll learn how to teach these concepts to your children. In a couple of hours you'll learn everything you need to know to help your children grow up with a mature ethical view. It's an eBook available for immediate download. Retrieved December 18, 2010, from http://www.character-education.us/basics.htm

NAEYC and DEC Codes of Ethical Conduct

 NAEYC CODE OF ETHICAL CONDUCT

I-1.3-To recognize and respect the unique qualities, abilities, and potential of each child.
Each child brings a set of unique talents, abilities, and potential in the classroom. It is very important to provide opportunities for all children to discover those qualities, abilities, and to help them develop to their fullest potential.

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.
As professionals in early childhood field it is our responsibility to create a climate that is favorable for all children health and safety experiences. In addition to providing such climate our activities should be developmentally appropriate catering for the needs of all children.

I-1.8-To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
I believe that all children including those with disabilities have the right to experiences through play, and interactions that will support and further their development and learning. Children with disabilities have both the need, and right to participate in activities like those without disabilities. Therefore it is our responsibility to provide access to materials/services that would benefit all children in their learning and development.

CODES OF ETHICS OF THE DIVISION OF EARLY CHILDHOOD

Professional and Interpersonal Behavior

 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 those with whom we work.
It is very important for us to be truthful and honest in our dealings with children and families for this is a necessary roadmap for building trust. We should also maintain the confidentiality of children and families in accordance with the rules and regulations of the organization.

Enhancement of Children's and families' Qualities of Lives

1. We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work with, honoring their beliefs, values, customs, languages, and culture.
I believe that cultural and linguistic sensitivity should be honored at all times thus, professionals must become familiar with the cultural norms of their immediate environment and build bridges for children and families in a more dominant culture.

 4.  We shall advocate for equal access to high quality services and support for all children and families to enhance their quality of lives.
We have the responsibility of becoming agents for social change, intervening for their cause, and arguing for their advancement.

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
http://www.dec-sped.org/

Additional Resources

ADDITIONAL RESOURCES

1.  Child Welfare Information Gateway: Retreived December 2, 2010 from http://www.childwelfare.gov/

Child Welfare Information Gateway promotes the safety, permanency, and well-being of children, youth, and families by connecting child welfare, adoption, and related professionals as well as the general public to information, resources, and tools covering topics on child welfare, child abuse and neglect, out-of-home care, adoption, and more.
http://www.childwelfare.gov/aboutus.cfm

2.  Child Nutrition and Health: Family Resources. Retreived from http://www.fnic.nal.usda.gov/nal_display/index.php?.....4

Articles of interest:

• Let's Move: The White House; Department of Health and Human Services; U.S. Department of Agriculture; Department of Education.
  A nationwide campaign to tackle the challenge of childhood obesity by providing schools, parents, and communities with tools to help kids be active, eat better, and get healthy. http://www.letsmove.com/
• M.O. M. - Mothers & Others & My Prymaid. USDA. Center for Nutrition Policy and Promotion.
  Project M.O.M. aims to empower the nutritional gatekeepers with the skills and information they need to model a healthy lifestyle and make "family-healthy" food choices. http://www.mypyramid.gov/projectmom/index.html
• Feeding Infants and Toddlers : American Dietetic Association.Provides guidance for parents on choosing appropriate amounts and types of foods to feed their toddlers. http://eatright.com/

3.  Zero to Three Coming Together around Military Families: Retreived December 2, 2010 from http://www.zerotothree.org/
ZERO TO THREE is proud to support military families. "We work to increase awareness and collaboration throughout the military community so that parents and professionals can more effectively care for very young children and their families." http://www.zerotothree.com/

4.  Association for Childhood Education International (ACEI). Retreived December 2, 2010 from http://acei.org/
ACEI is a global community of educators and advocates who unite knowledge, experience, and perspectives in order to exchange information, explore innovation and advocate for children.

ACEI acts as a knowledge broker, sharing innovative ideas and practices from a diverse community of individuals and institutions.
ACEI members take action as advocates for social change and education reform to uphold the child’s right to achieve his or her full human potential.

 STATEMENT OF COMMITMENT

• To promote the inherent rights, education, and well-being of all children in their home, school and community.
• To work for desirable conditions, programs, and practices for children from infancy through early adolescence.
• To bring into active cooperation all individuals and groups concerned with children.
• To raise the standard of preparation for those actively involved with the care and development of children.
• To encourage continuous professional growth of educators.
• To focus the public’s attention on the rights and needs of children, and on the ways various programs must be adjusted to fit those rights and needs.Universality
  We believe that there are key principles that join our world together through the common bonds of human dignity and respect. All those concerned with the education of children should uphold these universal principles.

BELIEFS

ACEI delivers its humanitarian mission based on a platform of four core beliefs.

UniquenessWe believe each child possesses a unique set of gifts and talents. Educators and others invested in the education of children should value each child as a unique and special individual.
Universality
We believe that there are key principles that join our world together through the common bonds of human dignity and respect
Quality
We believe that educational experiences are enhanced by instructional strategies and learning environments that offer the very best opportunities for children’s learning within the context of the nation, community, city, town or village in which children live.
Equality
We believe all children should be educated in environments of fairness where there is freedom from bias or favoritism and where access to, and participation in, educational experiences are the cornerstone of the home, school and community.

I have an interest in the ACEI because they are an international organization representing children from all over the world - Children of different races, and culture.

Bright Future For Every Child, Every Nation!

Course 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://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603357/educ6005_readings/naeyc_dap_position_statement.pdf
• 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://www.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/~images/pdfs/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://www.worldforumfoundation.org/wf/about.php
    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.org.gu.se/English/about_OMEP/
    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/pages/page.asp?page_id=22807
• 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

Walden University (Producer). (2010). Learning Resources. Retrieved December 2, 2010 from  http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603357&Survey=1&47=8295579&ClientNodeID=984650&coursenav=1&bhcp=1