A Note of Thanks and Support

To all my colleagues,

I would like to take this opportunity to thank you for your sincere support and encourgement. Once again I have truly enjoyed reading your posts, all of which have been engaging and are driven by the years of experience you bring to the field early childhood. I have learned so much, and have admired how each of you has shared many of your goals and your passions. I hope that we can continue growing while in this program, either through our blogs or the student café.  Thanks once again!


Best Regards,

Magda

Eamining Codes of Ethics and Committment:II

DEC: Code of Ethics

III. Responsive Family Centered Practices ---ensure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages, and cultures. We are committed to enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical life activities. The early childhood special education profession will demonstrate respect for all families, taking into consideration and acknowledging diverse family structures, culture, language values, and customs. Finally, families will be given equal voice in all decisions making relative to their children. The following practice guidelines provide a framework for enhancing children’s and families’ quality of lives.

Enhancement of Children’s and Families’ Quality of Lives

2. We shall recognize our responsibility to improve the developmental outcomes of children and to provide services and supports in a fair and equitable manner to all families and children.

As professionals it is our responsibility to ascertain that all children who we come in contact with show growth and improvement in their development, this can be accomplished by providing  parents with any and all resources available for the continual growth and  development of their children.

Examing Codes of Ethics and Commitment

NAEYC  ..

Section I

Ethical Responsibilities to Children

Childhood is a unique and valuable state in the human life cycle. Our paramount responsibility is to provide care and education I settings that are safe, healthy, nurturing, and responsive for each child. We are committed to supporting children’s development and learning; respecting individual differences; and helping children learn to live, play, and work cooperatively. We are also committed to promoting children’s self-awareness, competence, self-worth, resiliency, and physical well-being.

Ideals

1) 1-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

2) 1-1.5—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.

These codes depict the importance for us to continue pursuing and keeping abreast of all that the information highway has to offer in the field of early childhood. But most importantly due to the injustices involving children around the world today, including in our own backyard, for example in many  child care centers today, children have fallen victim to rape, physical abuse, which has lead in many cases to fatal injuries, in the hands of those who are responsible of their well-being.  Keeping informed of new policies that will assure that all children are protected from those who aim to bring them harm,  should be of utmost importance.

Growing Your Collection of Resources: IIII

 

 

Eye On Education is an independent and innovative provider of books and professional development services for the educational community.
Our mission is to provide busy educators with practical information on professional development, educational leadership, school improvement, student assessment, data analysis, teaching skills, and other related topics. One of the few remaining family-owned publishing companies, Eye On Education publishes only resources

http://www.eyeoneducation.com/Default.aspx

Growing Your Collection of Resources: III

Head Start and Beyond:
A National Plan for Extended Childhood Intervention.
Edited by Edward Zigler and Sally J. Styfco

A Review:

"[This]  book is accessible to an unusually wide range of audiences in child development, education, and social policy, including researchers, program designers and evaluators, and policy makers....I highly recommend this forward-looking volume. It is full of insights and good ideas." 

 Author J. Reynolds, Child Development Abstracts and Bioliography

Growing Your Collection of Resources: II

The Office of Planning, Research and Evaluation (OPRE)


The Office of Planning, Research and Evaluation (OPRE) studies Administration for Children and Families (ACF) programs and the populations they serve through rigorous research and evaluation projects. These include evaluations of existing programs, evaluations of innovative approaches to helping low-income children and families, research syntheses and descriptive and exploratory studies.

We also coordinate performance management for ACF. View examples of Performance Plans and Reports.

We have three divisions:

• The Division of Economic Independence focuses on welfare and employment.
• The Division of Child and Family Development focuses on child care, Head Start, Early Head Start, and child abuse and neglect.
• The Division of Family Strengthening focuses on teen pregnancy prevention, youth development, healthy marriage, responsible fatherhood, and home visiting.

http://www.acf.hhs.gov/programs/opre

Growing Your Collection of Resources: I

Part 1: Position Statements and Influential Practices

• Course Media: "The Resources for Early Childhood"
  Five early childhood professionals discuss their preferred and trusted 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
• 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