A Note of Thanks and Support

I would like to extend a warm thanks to everyone enrolled in the course as well as our wonderful professor. I can honestly say that I have learned a great deal, and I feel better equipped for the journey ahead. It has truly been a pleasure! Thank you so much!

Examining Codes of Ethics

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

This is important to me because I feel that it guides the early childhood professional. It This ideal ensures that formal knowledge is gained and continual education and development is ongoing which enables an early childhood professional to be their best.

I-1.3-To recognize and respect the unique qualities, abilities, and potential of each child.

This ideal is detrimental for the well-being of all children, and It is very meaningful to me simply because it is the basis of early childhood.

I-4.2-To promote cooperation among professionals and agencies and interdisciplinary collaboration among professions concerned with addressing issues in the health, education, and well-being of young children, their families, and their early childhood educators.

This ideal is meaningful because it requires a connection between all professionals and agencies that work together to ensure that the mission and goals of the early childhood field are met. 

Growing a Collection of Resources

 Additional Resources

This week’s learning resources included a video about the trusted resources of several trusted early childhood professionals, position statements, influential practices, global support for children’s rights and well-being, selected early childhood professionals, and selected available professional journals (provided by the Walden Library). 

The additional three articles are articles that I thought would benefit anyone currently working in or interested in working in the early childhood field. Each article covers (what I feel) are very important topics for early childhood professions; play in the early years, child advocacy and children’s issues in child development, and effective communication between families and early childhood staff.

Play in the Early Years http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/pdf/pdf_files/BAECF_Play_in_the_Early_Years_May07.pdf

Child Advocacy/Children's Issues in Child Development

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/Disabilities/families-too/Parenting/famcom_int_00023_061405.html

Effective communication between families and early childhood staff

https://www.kidsmatter.edu.au/early-childhood/about-partnerships/about-communication/effective-communication-between-families-and

Course Resources

Video: Laureate Education, Inc. (2010). The resources for early childhood. Baltimore: Author.

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

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.

Retrieved from the Walden Library databases.

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

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

Quotes

Jean Piaget

“If you want to be creative, stay in part a child, with the creativity and invention that characterizes children before they are deformed by adult society.”

It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.

Friedrich Froebel

“Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers.”

“Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul.”

Louise Derman-Sparks

"The preschool years are critical, they are the first most fundamental period when children are in fact noticing who they are and are noticing the attitudes and the stereotypes and the discomforts or the positive messages about their skin color, their racial identity, their ethnic identity and so on."

Personal Childhood Web

My Mother: Francie

My relationship with my mother is so special.  There has been ups and downs including a time frame where my aunt had temporary custody of me. The bond has been strengthened because of the obstacles. She taught me how to persevere and always count on God, and I prospered because of the lessons she taught me. She always made me feel valuable and loved.

My Father: John

My relationship with my father is special because he always made sure I knew my family. He lives in Chicago, and our relationship was strained due to our distance. His old-fashioned ways of still helping my mother (when needed) even though they have been separated for at least 2 decades makes me feel the love is unconditional despite life circumstances. Although he hasn’t been perfect by any means, he has taught me a lot about life.

My oldest brother: Clyde

My oldest brother is very special to me because he was so supportive during my pre-teen and teen-age years (and now). He provides a great example of a good family man. There is a 13-year age difference between us.  He is married and his wife has become a very close friend of mines. He has always told me and reminded me never to settle and to give my best in all that I do. He is very reliable. He helped me to feel safe as a little girl, and he also encouraged me to be more outgoing.

My Aunt Rochelle:

My aunt Rochelle is very special to me because she treated me like I was one of her own. I had to go live with her in Chicago for a year and this was a very difficult time for me because I had been in MS for what seemed like forever. She made me feel loved, safe, accepted, and valued. She insisted I come stay with her when relatives in MS had to think about it. I was separated from a familiar school and friend, but I couldn’t have picked a better home or guardian.

My Elementary Teacher: Mrs. Phillips

My reading and spelling teacher, Mrs. Phillips was so special to me because she saw my passion for reading and words. She always told me how bright I was, and she always told others about me too. I felt so important when she encouraged me and talked to others about me. She was not shy at all when she spoke about me. I even think she helped me to see more that I knew was there. I collected so many loose erasers and eraser toppers from her for spelling words that I woke up each day determined to win/earn more than the previous day. 

2016

1989

Children must be taught how to think, not what to think-- Margaret Reid

Play is the highest form of research--- Albert Einstein

My favorite children's books were the Berenstain bears books. I loved all of them because they featured these adorable bears and the stories all had valuable lessons. There were stories about feelings, morals, family, holidays, school, and always choosing to do the right thing in many situations.