A poem of thanks and support

As this course started so it ends
A wish of luck to all my friends
We learned so much, we knew we would
in Foundations: Early Childhood
With interconnections part 1, 2 and 3
and the importance of a family
Dr. Kien thanks a ton
Congratulations everyone!

Cheers,
Rosana

Examing Codes of Ethics

These are some code of ethics that are meaningful to me:

1.)     We shall collaborate with families and colleagues in setting meaningful and relevant goals and

                priorities throughout the intervention process including the full disclosure of the nature, risk, and

                potential outcomes of any interventions (DEC, 2009).

This ideal focuses on one of my strengths which is collaborating.  I believe it is an important skill to have in order to more fully understand a specific situation as it can be approached in different ways.  By having an open collaboration everyone involved has an opportunity to learn something new and find a solution that has the child’s and families best interests in mind.  In this profession collaboration is significant and effective.

2.)     We shall empower families with information and resources so that they are informed consumers

                of services for their children (DEC, 2009).

This ideal has such a positive effect on the family dynamic.  It is so rewarding knowing that you have played a part in helping a family feel empowered to the point that they are motivated to be more involved.  Knowledge is power and families are active partners in spreading the word of the early childhood resources, information and services that are available for support.  As an early childhood professional that power starts with you.

3.)     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 and in learning English (NAEYC, 2005).

This ideal is so important to me.  As a professional in the field I hope to uphold this principle because I value my home language and would not be able to do the job that I do today if I lost it.  I also know the challenges that come with learning English and I wish to be someone who can encourage and support children and their families both in their language acquisition and in valuing their home language.

References

Division for Early Childhood. (2009). Code of Ethics. [PDF Document]. Retrieved from http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Code%20of%20Ethics_updated_Aug2009.pdf

National Association for the Education for Young Children. (2005). Code of Ethical Conduct and Statement of Commitment. [PDF DOcument]. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Course Resources

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, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://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.

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, fromhttp://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.

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/

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

3 additional resources

• National Head Start Association http://www.nhsa.org/
• Earlychildhood NEWS http://www.earlychildhoodnews.com/default.aspx
• The Early Childhood Data Collaborative http://www.ecedata.org/

Words of Inspiration and Motivation

“Great kids come in all varieties. And, given the right nurturing and encouragement, all kids can be great kids” -Dr. Stanley Greenspan

 From Great Kids, 2007

“In order to understand how culture may influence children’s development teachers must understand their own identity formation in terms of culture, race, language, privilege and power.  In addition, their ability to understand children’s cultural knowledge, the implications of it for teaching and learning, and how to teach through it, are critical particularly in light of changing demographics.” -Dr. Aisha Ray

From, ‘Kids like Malik, Carlos, and Kiana’: Culturally Responsive Practice in Culturally and Racially Diverse Schools, 2007

“We as professionals in the early childhood field have an opportunity to shape a child’s life for the better, and so that’s what makes me passionate about this field”- Sandy Escobido

From The Passion for Early Childhood, 2014