Codes of Ethics

This week we reviewed the code of ethics from the National Association of Education of Young Children and the Division for Early Childhood. All of the positions stated are significant to me but these are the three that stood out to me.

1.      We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children’s learning styles, strengths, and challenges. (DEC)

This is significant to me because I believe that every child learns differently. It’s important to understand how they learn. We should build upon their strengths and direct more focus on difficult areas. We should pay careful attention to the child’s learning skills to help them achieve and learn more.

2.      We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes. (DEC)

Working together with families is important for the child’s success. The family should be informed and active about what is going on with their child’s education. If the child is having any learning problems, the parents and I must work on a consistent basis to figure solutions for the child.

 

3.       To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training. (NAEYC)

 

The early years are so important, so knowledge of early childhood care and education is crucial to me. I want to start my own daycare therefore I should continue my education and training to benefit my future student. I want to provide the best child care, so I need to be properly educated and trained to offer the family and child the best.

 

Resources

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

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/

Helpful Resources

Position Statements

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

Global Support for Children Rights

World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us
 

World Organization for Early Childhood Education
http://www.omep-usnc.org/
 

Association for Childhood Education International

http://acei.org/
  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/

Professional Journals

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

Learning Disabilities Association of America: for Teachers
http://www.ldanatl.org/aboutld/teachers/

The Role of Educators in Preventing and Responding to Child Abuse and Neglect
https://www.childwelfare.gov/pubs/usermanuals/educator/educatore.cfm

Association for Early Learning Leaders
http://www.earlylearningleaders.org/