Course Completion

My fist course towards earning my Master's Degree has come to an end.  I have really gained a lot of valuable information that I will be able to use throughout my daily life.  I have learned how to blog-which I never thought I would get the hang of-and I have gained a school like Walden University that is willing and able to assist me with any problems or concerns that I may have.  I look forward to continuing on my journey and hopefully, I will run into my fellow classmates again in a class.  I thank each and every person for their support and motivation.  May God continue to bless each of you.
--Mary J Brewer

Examining Code of Ethics

Examining Codes of Ethics

NAEYC

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.

1-1.9- To advocate for and ensure that all children, including those with special needs, have access to support service needed to be successful.

To create and maintain a climate of trust and candor that will enable staff to speak and act in the best interests of children, families, and the field of early childhood care and education.

DEC

We shall advocate for equal access to high quality service and supports for all children and families to enhance their quality of lives.

I chose these ideals of the code of ethics because they spoke to me on a higher level than the others.  All of the code of ethics were however very important towards the early childhood care and education of children and families.  The first code of ethics spoke to me because it focuses on training and continued education on behalf of the educators.  There is a constant change in the field of education and being on top of those changes will allow you to better teach your students and assist their families.  The second code allowed me to gain meaning because it allows support for all children, no matter their circumstances or conditions.  The third code that is meaningful to me because it allows educators the opportunity to have an environment where they feel comfortable enough to speak about things that may need changing that can benefit children more or to implement plans so that there can be a better understanding of ways to complete a task.  The final code that was meaningful to me discussed that all children deserve the best of quality services so that in the future their lives may be changed and they will be able to become better and more productive individuals within our communities and societies. 

Course 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://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/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/
  
• 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
  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 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

• Journal of Research in Childhood Education www.tandfonline.com/toc/urjc2c/current
• Theories of Learning in Educational Psychology www.lifecircles-inc.com/LearningTheories/learningmap.html
• The Effectiveness of Early Childhood Development Programs www.thecommunityguide.org/social/soc-AJPM-evrev-ecd.pdf