It has been seven weeks of adventure, wonder and excitement. I started the journey with a mind set of just learning more about children and how to run a school. I am amazed at the new knowledge I have gained in knowing more about the breath of Early Childhood, and the voices of seasoned professionals and leaders who have graciously shared from their wealth of experiences to encourage the upcoming leaders in their professional pursuit. I have been impacted and enlightened.
My deep appreciation to you all, my dear colleagues, for your support along the way. Your contributions, responses and professional experiences have made the difference in my growth. Thank you all. See you at the top.
Thursday 27 October 2011
Friday 21 October 2011
Code of Conduct and Ethics for Childhood Education
Association For the Education of Young Children (NAEYC) is detailed and highly educative. I examined and considered the following as meaningful and relevant to my practice as a professional in Early Childhood field.
Ethical Responsibilities to Children
1.1.3 - To recognise and respect the unique qualities, abilities, and potential of each child.
1.1.11 - To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language in learning English.
Ethical Responsibilities to Families
1.2.2 - To develop relationships of mutual trust and create partnerships with the families we serve.
P.2.2 - We shall inform families of program philosophy, policies, curriculum, assessment system, and personnel qualifications, and explain why we teach as we - which should be in accordance with our ethical responsibilities to children.
Ethical responsibilities to Community and Society.
1.4.6 - To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgment of children's rights and greater social acceptance of responsibility for the well-being of all children.
I have chosen these because of the uniqueness of children. They are the future of our generation and establishing good education will strengthen the hope of a better life.Each child is different and has different potentials which needs individual focus. Families need to be exposed to their unique roles in collaborating with the quality programs of childhood education which will help their understanding of what they should do to support their children.
In including the community, it will become part of our ethics to show respect and understanding for their roles. There is no school program without the family and community.
The Code of Ethical Conduct and Statement of Commitment of the National Association For the Education of Young Children (NAEYC) is detailed and highly educative. I examined and considered the following as meaningful and relevant to my practice as a professional in Early Childhood field.
Ethical Responsibilities to Children
1.1.3 - To recognise and respect the unique qualities, abilities, and potential of each child.
1.1.11 - To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language in learning English.
Ethical Responsibilities to Families
1.2.2 - To develop relationships of mutual trust and create partnerships with the families we serve.
P.2.2 - We shall inform families of program philosophy, policies, curriculum, assessment system, and personnel qualifications, and explain why we teach as we - which should be in accordance with our ethical responsibilities to children.
Ethical responsibilities to Community and Society.
1.4.6 - To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgment of children's rights and greater social acceptance of responsibility for the well-being of all children.
I have chosen these because of the uniqueness of children. They are the future of our generation and establishing good education will strengthen the hope of a better life.Each child is different and has different potentials which needs individual focus. Families need to be exposed to their unique roles in collaborating with the quality programs of childhood education which will help their understanding of what they should do to support their children.
In including the community, it will become part of our ethics to show respect and understanding for their roles. There is no school program without the family and community.
v
Ethical Responsibilities to Children
1.1.3 - To recognise and respect the unique qualities, abilities, and potential of each child.
1.1.11 - To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language in learning English.
Ethical Responsibilities to Families
1.2.2 - To develop relationships of mutual trust and create partnerships with the families we serve.
P.2.2 - We shall inform families of program philosophy, policies, curriculum, assessment system, and personnel qualifications, and explain why we teach as we - which should be in accordance with our ethical responsibilities to children.
Ethical responsibilities to Community and Society.
1.4.6 - To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgment of children's rights and greater social acceptance of responsibility for the well-being of all children.
I have chosen these because of the uniqueness of children. They are the future of our generation and establishing good education will strengthen the hope of a better life.Each child is different and has different potentials which needs individual focus. Families need to be exposed to their unique roles in collaborating with the quality programs of childhood education which will help their understanding of what they should do to support their children.
In including the community, it will become part of our ethics to show respect and understanding for their roles. There is no school program without the family and community.
The Code of Ethical Conduct and Statement of Commitment of the National Association For the Education of Young Children (NAEYC) is detailed and highly educative. I examined and considered the following as meaningful and relevant to my practice as a professional in Early Childhood field.
Ethical Responsibilities to Children
1.1.3 - To recognise and respect the unique qualities, abilities, and potential of each child.
1.1.11 - To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language in learning English.
Ethical Responsibilities to Families
1.2.2 - To develop relationships of mutual trust and create partnerships with the families we serve.
P.2.2 - We shall inform families of program philosophy, policies, curriculum, assessment system, and personnel qualifications, and explain why we teach as we - which should be in accordance with our ethical responsibilities to children.
Ethical responsibilities to Community and Society.
1.4.6 - To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgment of children's rights and greater social acceptance of responsibility for the well-being of all children.
I have chosen these because of the uniqueness of children. They are the future of our generation and establishing good education will strengthen the hope of a better life.Each child is different and has different potentials which needs individual focus. Families need to be exposed to their unique roles in collaborating with the quality programs of childhood education which will help their understanding of what they should do to support their children.
In including the community, it will become part of our ethics to show respect and understanding for their roles. There is no school program without the family and community.
v
Friday 7 October 2011
Additional resources for Early Childhood and families.
National Center for Children in Poverty.
http://www.nccp.org/
Social Care Institute for Excellence
http://www.scie.org.uk/
Education Scotland
http://www.itscotland.org.uk/
http://www.teachingheart.net/
http://www.time4teachers.com/
http://www.nccp.org/
Social Care Institute for Excellence
http://www.scie.org.uk/
Education Scotland
http://www.itscotland.org.uk/
http://www.teachingheart.net/
http://www.time4teachers.com/
Wednesday 5 October 2011
Education Foundations - Course Resources
- 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
- 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 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 video on this webpage - World Organization for Early Childhood Education http://www.omep-usnc.org/
Read about OMEP’s mission.
Association for Childhood Education Internationalhttp://acei.org/about/
this week’s Application assignment.
this week’s Application assignment.
Part 3: Selected Early Childhood Organizations
- National Association for the Education of Young Childrenhttp://www.naeyc.org/
- The Division for Early Childhoodhttp://www.dec-sped.org/
- Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/
- WESTEDhttp://www.wested.org/cs/we/print/docs/we/home.htm
- Harvard Education Letterhttp://www.hepg.org/hel/topic/85
- FPG Child Development Institutehttp://www.fpg.unc.edu/main/about.cfm
- Administration for Children and Families Headstart’s National Research Conferencehttp://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/
- 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
Saturday 1 October 2011
Words of inspiration and motivation for early childhood.
One of the major contributors to Public Early Childhood Education,
Elena Bodrova said.
...'If you want to succeed in School and in life, you first need to do what Abigail and Jocelyn and Henry have done every school day for the past 2 years, spend hour after hour dressing up in a fire-fighter hats, and wedding gowns, cooking make-believe hamburgers and pouring non-existent tea, doing the hard serious work of playing pretend'
"Play should have a central place in early childhood classrooms"
Pamela Winton -' For inclusion to be successful, specialist, teachers and families must actively collaborate to best meet the needs of the children with disabilities.'
Others have rightly said ....
'It is easier to build strong children than to repair broken men" - Frederick Douglass
"We worry about what a child will become tomorrow yet we forget that he is someone today"
- Statia Tauscher
'To be in your children's memories tomorrow, you have to be in their lives today' - Anonynous
" The child's progress does not depend only on his age, but also on being free to look around him " - Maria Montessori.
Elena Bodrova said.
...'If you want to succeed in School and in life, you first need to do what Abigail and Jocelyn and Henry have done every school day for the past 2 years, spend hour after hour dressing up in a fire-fighter hats, and wedding gowns, cooking make-believe hamburgers and pouring non-existent tea, doing the hard serious work of playing pretend'
"Play should have a central place in early childhood classrooms"
Pamela Winton -' For inclusion to be successful, specialist, teachers and families must actively collaborate to best meet the needs of the children with disabilities.'
Others have rightly said ....
'It is easier to build strong children than to repair broken men" - Frederick Douglass
"We worry about what a child will become tomorrow yet we forget that he is someone today"
- Statia Tauscher
'To be in your children's memories tomorrow, you have to be in their lives today' - Anonynous
" The child's progress does not depend only on his age, but also on being free to look around him " - Maria Montessori.
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