BEST WISHES

I just wanted to take the time to express my gratitude for all of the support I received throughout this course.  I have greatly benefited from every one's input.  I could not grow as a professional if it wasn't for all that you did.  Thank you and best wishes on journey through early childhood studies. 

Professional Responsibilities

National Association for the Education of Young Children

Ethical Responsibilities to Children

Ideal 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 meaningful to me because I want to efficiently and effectively meet the individual needs of my students.  Furthering my education in this field will permit me to incorporate current research and methods into instruction.  Collaborating with other professionals is also a way to stay updated. 

Ethical Responsibilities to Families

Ideal 2.2

To develop relationships of mutual trust and create partnerships with the families we serve. 

This is interconnected with student success. 

Division of Early Childhood

Professional Practice: Professional and Interpersonal Behavior

5. We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interview with significant caregivers, formal and informal assessments to determine children's learning styles, strengths, and challenges.

Using a differentiated approach of collecting data on children's strengths and developing areas is crucial to provide individualized and effective instruction.  This allows me identify which children need more practice or need to be challenged. 

Resources used:

NAEYC. (2005, April). Code of ethical conduct and statement of commitment.  Retrieved on February 14, 2012, from: http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2009, August). Code of ethics. Retrieved on February 14, 2012, from: http://www.dec-sped.org/





Useful Early Childhood 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 February, 2, 2012, from http://sylvan.live.ecollege.com/ec/courses/78618/CRS-CW-6284754/educ6005_readings/naeyc_dap_position_statement.pdf
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved February, 3, 2012, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved February, 3, 2012, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved February, 3, 2012, 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 February, 3, 2012, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved February, 3, 2012, 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 February, 3, 2012, 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 February, 3,2012, 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 February 2, 2012, from http://www.unicef.org/crc/files/Rights_overview.pdf
  
• Websites:
  

  • World Forum Foundation
    http://worldforumfoundation.org/wf/wp/about-us
  • World Organization for Early Childhood Education
  • http://www.omep-usnc.org/
  • RAssociation for Childhood Education International
  • http://acei.org/about/

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/

Other Useful Resources:

By learning you will teach;
by teaching you will understand.
Latin Proverb

Word Way: Word Family Activities

http://www.wordway.us.com/

Young Children and the Environment by Julie M. Davis