A Note of Thanks and Support

Thanks! Thanks! Thanks!

Fellow colleagues:

 Words cannot express the joy that I have found in this course! I must say that it is indeed hard just to choose two of my colleagues. Therefore, I will first say that all have contributed to my professional growth and have expanded my knowledgebase in the field of early childhood and it is my deepest desire that we will all finish the program together.

Dr.Longo:

I am truly appreciative that you have encouraged, and watched over our progression so that we could safely make it to the end of this course. Your insightful comments have deepened my understanding that advocacy doesn’t have to start from the top. It does start from where you are and that it broadens as our resources and connections expand. I do hope that we will meet again in another course.

Annie Paraison:

What sparkle you have exuded in this course! I do hope to continue learning from you. It is my desire that you will continue to be “a keeper of the flame” in the early childhood field.  We know that we cannot save the world but if we can make a difference in the lives of many children we would have fulfilled our mission on earth. It was very providential that we have met and I am sure this is not our last meeting. Keep on running the race to meet your goals and I am sure with your passion and professional personality it will not only be the children, but adults as well who will benefit from your outpouring, generous heart.

   

Joanne Lynch:

What an encourager you have been throughout these eight weeks! I am sure that we will continue on this journey to its end. I have been encouraged by your posts to not only remember that I am a professional educator but that it is also my responsibility to protect the children from harm and abuse.  Abuse and neglect have become so rampant that we as professionals must truly become vanguards and protectors. Thank you, Joanne for your posts each week. 

 Dr. Denise Love:

"Childhood is a journey, not a race" (Author unknown). I have been inspired by this post so much and I wish you all the best in your profession as you continue to enlighten teacher professionals on their intellectual journey. Thank you for keeping us informed with up-to-date information on the role of play in the field of early childhood and as you advocate for this, you will be successful l in your advocacy. I wish you all the best in your future endeavors.

IDEALS CONTAINED IN NAYEC and DEC CODE of ETHICS.

Core Values
Standards of ethical behavior in early childhood care
and education are based on commitment to the following
core values that are deeply rooted in the history of
the field of early childhood care and education. We
have made a commitment to:
• Appreciate childhood as a unique and valuable stage
of the human life cycle
• Base our work on knowledge of how children develop
and learn
• Appreciate and support the bond between the child
and family
• Recognize that children are best understood and
supported in the context of family, culture,* community,
and society
• Respect the dignity, worth, and uniqueness of each
individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full
potential in the context of relationships that are based
on trust and respect

                                 Ideals- NAEYC. (2005, April).

• I-1.3—To recognize and respect the unique qualities,

abilities, and potential of each child.

• P-2.13—We shall maintain confidentiality and shall

respect the family’s right to privacy, refraining from
disclosure of confidential information and intrusion
into family life. However, when we have reason to
believe that a child’s welfare is at risk, it is permissible
to share confidential information with agencies, as
well as with individuals who have legal responsibility
for intervening in the child’s interest.

• I-3B.2—To do nothing that diminishes the reputation of

the program in which we work unless it is violating
laws and regulations designed to protect children or is
violating the provisions of this Code.

• 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 of those with whom we work.

• We shall honor and respect our responsibilities to colleagues while upholding the dignity and

autonomy of colleagues and maintaining collegial interprofessional and intraprofessional
relationships.

• We shall use every resource, including referral when appropriate, to ensure high quality services

are accessible and are provided to children and families.(The Division for Early Childhood. (2000, August).

 The above mentioned ideals are significant to my professional life because they attest to the integrity, honesty and respect that must characterize the professional/practitioner's life as an early childhood educator. These ideals will help to be our "checks and balances" as we seek to be transparent in our lives.We will also hold our standards high remembering that we are helping to shape the future generation. I must also note that I have used this blog to include the Core Values that I really want to remember for future references.

 References:
.
Article: 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

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

Course Material 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/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/
  
• 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/
  
• 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

Additional Resources

Follari,Lissana M.(2007). Foundations and Best Practices in Early Childhood Education http://www.prenhall.com/follari
Kagan,Spencer,& Kagan Miguel (2009).Kagan Co-Operative Learning www.KaganOnline.com
Roskos,Kathleen A, Tabros,Patton O,& Lenhart,Lisa A.(2009). Oral Language and Early Literacy in Pre-School www.reading.org.
McGee, L. (2007). Transforming Literacy Practices in Pre-School. : www.scholastic.com
Strickland,Dorothy S. &Schickedanz,Judith,A. (2009).Learning About Print in Pre-School www.reading.org.