Thanks for the Support

I have enjoyed reading the blog posts and discussion responses from everyone. Seeing how even though we are doing the same assignments, we do them in different ways, is exciting to me. I have enjoyed the resources that we have gained not just from the class but from your blog post. I also feel a connection with my classmates because they shared some personal things about their lives with me.  This is my first time having a blog and I have really enjoyed it and enjoyed reading others. I never understood really what a blogs purpose was but now I see that it is a way for people that like the same things that you do, to connect with you. I also love the feedback my classmates give when they read my blog post because it makes me feel like the things I post excite other people. I did not get to read all of the resources that we were given but it is in my plans to print and read them at a later date. I have gained a vast amount of knowledge from the assignments to the resources each week. I also learned that there are people who are just as concerned about the well-being of our youth as I am, from my classmates and from the professionals in our videos. We have all shared wisdom and personal aspects of our lives through our blogs and I will always feel a connection to you guys because of this class and the things I have learned. I also thank Dr. Kein for being there and answering questions and concerns in a timely manner, because I have taken online classes were the teacher are not as supportive. Thanks for you all for the support!!! I hope to see some of you in future classes!!!

Code of Ethics

NAEYC Code of ethics- I-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

This is basically one of my professional goals in a nut shell. As I continue my education I feel as though I am making myself an even greater asset to the early childhood field. I am constantly looking for more opportunities for growth and not by just going to graduate school but also going to trainings that my job provides and reading any material that pertains to early childhood. My long term goal is to open a childcare center that will provide quality education to children and that is why I am getting as much knowledge as I can before I take that step. I feel that the more knowledge I have the greater need there is for me to be involved in the field of early childhood.

DEC- Code of Ethics- Professional Collaboration

1. We shall honor and respect our responsibilities to colleagues while upholding the dignity and autonomy of colleagues and maintaining collegial interprofessional and intraprofessional relationships.

2. We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues with whom we work recognizing their unique contributions to children, families, and the field of early childhood special education.

3. We shall honor and respect the diverse backgrounds of our colleagues including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.

4. We shall identify and disclose to the appropriate persons using proper communication channels errors or acts of incompetence that compromise children’s and families’ safety and well being when individual attempts to address concerns are unsuccessful.

I teach my providers that building a relationship with the children as well as co-workers is the foundation of becoming a successful professional in the early childhood field. If you and your co-workers or the people you collaborate with cannot have a respectful professional relationship then you cannot move as a team in the direction needed for growth in the early childhood field. We need collaborations in the early childhood field to make the goals we have a success. The saying “It takes a village to raise a child” is true and we have to be respectful in order to be a team. Even if you have ill feelings towards a person, you still have to show them respect professionally. All people should be treated equally and respect should not be based on race, education level, sex, or etc.

NAEYC- Code of Ethics- I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.

It is very important that each child is treated fair. Even though we teach children as a class, it is important that we remember the individuality of each child and give them special attention when needed. We cannot assume that every child should be learning on the same level just because they are all in the same classroom. We have to make sure that each child gets what they need individually, so that they all can flourish and grow into their own individual person. Children come from some many different backgrounds but none of that should matter when it comes to thier education.

Course Resources (Add'l)

·       ''Why Can't They Just Behave?'' And Other Silly Questions Parents Ask

By Laurie Prusso

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=497

  

·       Approaches to Managing Children's Behavior

By Sandra Crosser, Ph.D.

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=508

·       http://www.timewithkids.com/child-development-articles

·       Is My Baby Developing Normally? Advice for New Parents

By Geri Fox, M.D

http://www.childdevelopmentmedia.com/is-my-baby-developing-normally-advice-for-new-parents/

·       Brain Development in the Toddler (Ages One to Three)

By Richard Brodie

http://www.childdevelopmentmedia.com/brain-development-in-the-toddler.html

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 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.

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/
• 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/
• 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
• 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