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

 

ADDITIONAL QUOTES

INSPIRING QUOTES

 'Human nature has been sold short. Man has a higher nature, just as 'instinctoid' as his lower nature, and this human nature includes the need for meaningful work, for responsibility, for creativeness, for being fair and just, for doing what is worthwhile, and for preferring to do it well'              

Abraham Maslow

'Education must no longer be regarded only as a matter of teaching children, but as a social question of the highest importance, because it is the one question that concerns all mankind. The many other social questions have to do with one group or another of adults, with relatively small numbers of human beings; the social question of the child, however, has to do with all men everywhere'

Maria Montessor

' If formal instruction is introduced too early, too intensely and too abstractly, the children may indeed learn the instructed knowledge and skills, but they may do so at the expense of the disposition to use them'

Lilian Katz

OTHER QUOTES

Passion, Motivation, and Wisdom

"I had a built in passion that it was important to make a real contribution to the world, to fix all of the injustices in the world. I wanted to do that as a teacher." Loiuse Derman-Sparks, Professor Emeritus

“There is more to life than what is in the neighborhood.”

“One little sparkle will make a difference for me throughout the day.”

Raymond Hernandez, MS ED

"It is not all about you, your ego."

"I always felt that I owed the families my best."

Renetta, M. Cooper Program specialist, office of child care

"As early childhood professionals, we have opportunity to shape a child's life for the better ."

Sandy Escobido, Deputy Field Director

"My passion has been revolving through the years. It is an on-going process. It's like a ripple."
 Leticia Lara, LCSW

Quotes

Words of Inspiration and Motivation

"When we strengthen families, we ultimately strengthen the community. Our goal is that parents everywhere work with supportive providers, feel confident in their parenting role, and form strong, resilient attachments with their children. To help achieve this, providers must be responsive to parents, knowledgeable about child development, and eager to see every parent succeed." T.Berry Brazelton

"Every time you give a parent a sense of success or of empowerment, you're offering it to the baby indirectly. Because every time a parent looks at that baby and says 'Oh, you're so wonderful,' that baby just bursts with feeling good about themselves." T. Berry Brazelton

"Poverty must not be a bar to learning, learning must offer an escape to poverty." L. B. Johnson

” Every man should know that his conversations, his correspondence, and his personal life are private" L.B Johnson

Personal Childhood Web

PERSONAL CHILDHOOD WEB

First, it was my mom, a single parent, the bread winner in the family, who cared for me in my early childhood years. She was my friend, my supporter, my confidant, my doctor, my nurse and the best mother in the world. As a single parent, she worked the lands planting cassava sticks, harvesting cocoa, bananas, and nutmeg to provide for our everyday needs. What was very important to her was taking us to church on Sunday mornings and sending us to school daily. Going to church and school was a must because she always believes that we would receive God’s blessings when we pray, and we would be something more than what she was – A teacher, a nurse, a carpenter, and a secretary. This brings out the fact that it was four (4) of us and all of my siblings as well as myself are living up to her expectations. I remember my mom saying to us at a young age, “never hang your hat where your hand cannot reach.’ As I grew older I finally understood what she meant. Use the money you have to buy what you can. You cannot buy a bigger refrigerator, so buy a small one. I live with this saying up to today. When I go back to my native island to visit, my mom and I would spend quality time together, for I know in my heart I cannot financially pay her back for the support, the protection and the love she shared with us. But being with her is more gratifying for me, because she is the best mom ever! I luv u mom!

My great grand aunt was very special to me because she was the one that claimed me after my birth at home. Since my father was not around she made sure I had the opportunity like any other child in the village to meet people, socialize and had fun. She was my financial support when my mom was not able to. It is still clear in my mind how upset she was when I did not tell her about my first communion early enough. When she found out she went out and bought my outfit, and everything else that went with making your first communion. That was a family tradition that was well respected and this was instilled in me by my great aunt. She has passed on from this life but her memories live on. May she rest in peace. I love you Tanteen!

Teacher Bridget was my care giver, my teacher, the disciplinarian. She was firm but funny and silly. She had all the jokes you can imagine and spend a lot of her time trying to mentor us in her home. We stayed at her house many times practicing plays, and folk songs, and dances for concerts. I remember during the Christmas season we used to serenade around the village singing Christmas songs, playing drums, beating tambourines, and having a good time. This was one of my favorite childhood times. I still remember the good old times. Teacher Bridget, you have gone from this life, but not forgotten. 

Donald, my uncle better known as Bosent, was my musical uncle. He played the steel pan, the guitar, and any musical instrument he placed his hands on. We used to sit on the steps at my granny’s house and as he played the instruments we sang, and danced. This is how I learned to dance to different rhythms. Those experiences are worthwhile ones because it was part of our culture in the little village. My uncle passed on in 2008 with cancer, but his musical legacy live on. I missed him tremendously, and I still thank him for the inspiration he gave us through his music.

Last, but not least, my sister Laurel. Even though I am the oldest she inspired me in ways I couldn’t imagine. When our mom went to the market on Saturdays, my sister would be the one to help out around the house. When I did not have the urge to do my chores, she would be the one motivating me telling me to get up and do it. I was the one that liked talking and I did it a lot. When in conversation, if my tongue slipped and I said something out of the way my sister was the one that told me it was not ok. We had a very good relationship and it remains to this day. I love her dearly and will continue to cherish the times we spent together as sisters.

Throughout my childhood years, I had a lot of support. I am grateful to all the people who inspired me and helped me to be the person I am today. Thanks mom! Rest in peace uncle, teacher Bridget, and Tanteen.  To my sister Laurel, I say a big thank you!