Blog Assignment: A Note of Thanks and Support

Violet Watson, as I reflect back to the beginning of the course studies in the foundations of early childhood development you have been an awesome supportive teammate. Also, a great inspiration to me and I appreciate your motivation you have given. I can truly say you are one of a million that can make a difference in the field of education and other individual lives. Your dedication as an educational professional says a lot about your standards as a person. It is good to know that there are people still in this world who care and love helping our children families and other individuals succeed in life. I truly wish you the best in your future achievements.

Again, thank you very much for your positive words of support and inspiration as a fellow classmate. Keep up the good work.

Congratulation!  You are a winner!

 

Dominique Metoyer, I like to greatly thank you for your positive support as a wonderful teammate. You were one of the first people to comment on my blog. Your words of encouragements clearly shows you to be a phenomenal person. It take a true professional  like your self to give credit to another person work or effort with so much inspiration, and motivation in what you say and do. Your personally will change individuals lives in a positive way. The words that you shared gave me encouragement to continue my education in the early childhood field and to do what is best and say for all children and families well-being.

I sincerely thank you and appreciate you taking out the time and responding to my blogs. In pursuing your M.S. in the early childhood field or the other goals in your life you will be successful in whatever you set out to accomplish in life because of your positive attitude. 

Congratulation! You are a winner!

P.S. Ladies, as advocates for children and families in the early childhood development field, I like to say, You Rock!  

Examining Codes of Ethics

I.

PROFESSIONAL PRACTICE

Article: The Division for Early Childhood. (2000, August). Code of ethics.

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 of those with whom we work.

NAEYC CODE OF ETHICAL CONDUCT

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

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.

II. PROFESSIONAL DEVELOPMENT AND PREPARATION

Article: The Division for Early Childhood. (2000, August). Code of ethics.

2. We shall continually be aware of issues challenging the field of early childhood special education and advocate for changes in laws, regulations, and policies leading to improved outcomes and services for young children with disabilities and their families.

It is very important to me in my professional life that we create a safe and healthy environment that foster children’s social, emotional, cognitive, and physical development. Also, be aware of the Professional and Interpersonal Behavior, issues, laws, regulations, and polices leading to challenging improvements and outcomes of services that will continue to demonstrate personal integrity, advocate for changes in children with disabilities and their families. The children and families lives should come first in receiving the highest standard of knowledge in the early childhood field. It is about amending ones part or action for during what’s best for the well-being of our children and families that is right in life. Letting children or families fall through the crack of receiving a high standard in early childhood education development field were learning is the most critical defeats the purpose of committing to the code of ethics. Base on my personal experience working in regular education and special education requires professionals to be social and physically active. Therefore if you want a child to learn an activity we must demonstrate how it works. To many times, I have experience or observed children and families not receiving the truthfulness, and honesty in some of our professionals who are in the field of early childhood special education and regular education up hold the truthfulness, and honesty in all of our professional activities. For example, Jan Doe is now 12 months old the (IEP) Individual Education Plan states that he or she needs to use a spoon at meal time with positive redirection daily. However, he or she continues to use their hands to feed him self or her self daily. Why? Because, a person is in the professional field decided to do what was a confidence for themselves and not be truthfulness, and honest in all our professional activities perhaps they forgot or fell to demonstrate the highest standards of personal integrity, which states to put the children and families education and nurturance first. As a professional in the early childhood field it is very important to inspire personal integrity among all children and families and those we work with as team players in our professional field if we want what’s best for the well-being of the children and families to have the highest standards of learning in the early educational field.

Course Resources section

Course Resources Section

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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.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/
  
• 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
  
  Additional Resources
  
  • http://www.nea.org/assets/docs/HE/PB29_RaisingtheStandards.pdf

  • Creative Curriculum for Infants & Toddlers-Revised Edition (1999) Amy Laura Dombro (Author), Laura J. Colker (Author), Diane Trister Dodge (Author)

  •  http://www.nea.org/assets/docs/HE/mf_PB03_EarlyChildhood.pdf