Examining Codes of Ethics

3 Ideals from NAEYC and DEC codes of ethics that are meaningful to me:
 NAEYC
I-1.3 To recognize and respect the unique qualities, abilities, and potential of each child.
This particular code of ethic reminded me of why I enjoy my work so much in the first place.  Each child is different and unique, no two children learn or develop quite the same.  These were the things I loved about early childhood when I first began my career endeavors.  Now I am happy to say I work in a center that I am able to provide lessons and activities for each individual child, based on thier needs or interests.  I have at least one activitiy per week that was designed for each child in my room. 
I-1.8 To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities. 
I have always been passionate about inclusion.  I feel that, as long as it is the least restrictive environment, children with special needs should be included in a typical classroom.  As for my center, working with 0-3 year olds you don't often get children who have been diagnosed with special needs.  I could possibly have children with physical disabilties, but I do not currently.  However, when working with children you often are able to tell when children have needs that are not "typical."  I have a child in my room who I believe to have high-functioning Autism, though he is only 2 and has not been diagnosed.  I recognize his strengths and his weaknesses, and offer learning activities for him that will push him to succeed, but still keep in mind his needs. I try very hard to make sure he is involved in play activities with the other children and he has came quite a long way since his first few days with us.
DEC
1.6 We shall build relationships with individual children and families while individualizing the curricula and leanring environment to facilitate young children's development and learning.
In my center we are required to individualize our lesson plans, providing activities for each child in our room specifically.  We also maintain close relationships with our families by doing frequent home visits, keeping our parents up to date on thier children's developmental screenings and our observations.  We encourage parents to spend time in our rooms whenever possible and provide family activities. 

course resources

Required Resources

• Video Program: “The Resources for Early Childhood”
  Five early childhood professionals discuss their preferred and trusted resources.

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://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4955232/educ6005_readings/naeyc_dap_position_statement.pdf
  
• 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://www.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
  
• 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. 

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://www.worldforumfoundation.org/wf/about.php
    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 International
    http://acei.org/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

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/main/about.cfm
  
• 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/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

• 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
  Part 5- Three Additional Resources
  
  • Johnson, J. E.; Christie, J. F.; Yawkey, T. D. (1999).  Play and Early Childhood Development.  Addison, Wesley , Longman, NY. 
  • Berk, L.E. &Winsler, A. (1995).  Scaffolding children's learning: Vygotsky and early childhood education.  National Association for the Education of Young Children, WA. 
  • National Head Start Association http://www.nhsa.org/