Friday, February 17, 2012

Ethical Ideals

From NAEYC's Ethical Code of Conduct:
Ideal-1.2 -- To base program practice upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

This is important in my professional life because I need to remember not to become complacent in program development. Sometimes we get stuck in the loop of doing the same things over and over, not really taking new developments and ideas in to consideration when planning or updating curriculum and policy. We also need to be careful to include individual needs when planning, so as to meet the needs of all children, not just the general needs of a particular group.

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

This is a significant piece of our professional life because one goal that we should have is to make all transitions smoooth for children, especially from preschool to Kindergarten. It has become clear to us locally that when preschool children are given opportunities to see and experience their future Kindergarten classroom, the transition is exceptionally smooth for most children. This is so important to their first experiences in elementary school, where they can concentrate on learning rather than on the transition itself.

From the Code of Ethics of the Division for Early Childhood of the Council for Exceptional Children:

Responsive aamily Centered Practices
2. We shall provide services and supports to children and families in a fair and equitable manner while respecting families' culture, race, language, socioecenomic status, marital status, and sexual orientation.

This is important for all of us to remember. Even if we have values that differ from that of a family, we must not let that interfere with provision of services. Having respect for the choices of others is not only appropriate, but also sets a great example of tolerance and acceptance for the children we serve.
Posted by at 4 comments:

Thursday, February 2, 2012

Additional Resources

http://www.aap.org American Academy of Pediatrics
http://www.ala.org/alsc Association for Library Service to Children
http://www.naccrra.net/ Nat’l Association of Child Care Resource & Referral Agencies
http://www.nccanet.org/ National Child Care Association
Posted by at 2 comments:

Wednesday, February 1, 2012

Resources...Resources

  • Video Program: “The Resources for Early Childhood”
    Five early childhood professionals discuss their preferred and trusted resources.

  • 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/78618/CRS-CW-6284750/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://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

  • 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. 

    • Posted by at No comments:
    Subscribe to: Posts (Atom)