Saturday, October 23, 2010

Code of Ethics



When reading the NAEYC Code of Ethics, I realized that the responsibility held by an Early Childhood professional goes far beyond an obligation to the children.  Because it is in the best interest of the children, a professional must be willing to work with and educate the many people they come into contact with.  The following are some of the NAEYC principles that really struck a cord with me:


Ethical Responsibilities to Families
Families* are of primary importance in children’s
development. Because the family and the early childhood
practitioner have a common interest in the child’s
well-being, we acknowledge a primary responsibility to
bring about communication, cooperation, and collaboration
between the home and early childhood program
in ways that enhance the child’s development.

The thing that resonated with me in the section of the NAEYC Code of Ethics on families was the importance of respecting families, the choices they make for their children, and their child rearing practices.  I have recently become more attuned to negative comments about families made by my center staff.  It is actually more common than not to hear staff talking badly about the families of the children in our care (and sometimes doing it right in front of the children).  I have come to understand that each family is different, and chooses to do things in different ways, and for different reasons - and as long as the child isn't in danger, it is not the place of childcare staff to voice their negative opinions.  I have started speaking out about the unsoundness of this practice.


Ethical Responsibilities to Colleagues
In a caring, cooperative workplace, human dignity is
respected, professional satisfaction is promoted, and
positive relationships are developed and sustained.
Based upon our core values, our primary responsibility
to colleagues is to establish and maintain settings
and relationships that support productive work and
meet professional needs. The same ideals that apply
to children also apply as we interact with adults in
the workplace.

Concerning responsibilities to colleagues, several ideas made an impact on my thinking.  The first was, that like families, staff come from different cultural, educational and child-rearing backgrounds.  Many staff members will do things differently than me, but that does not mean either of us are wrong.  as long as the children are safe, healthy, and happy, it is important to respect and celebrate differences among staff.

The other idea that I found thought-provoking was the idea of working directly with a colleague when I do believe they need to change their practices with children before reporting the issues to the director or owner.  In the past, I always felt that I should report things I found to be unhealthy for the children, and then let the director and owner decide whether or not as well as how to deal with it.  Now I see that, based on my experience and education, it is better to try to work as a partner with the other staff, and share my concerns and ideas with them.


Ethical Responsibilities to Community
and Society
Early childhood programs operate within the context of
their immediate community made up of families and
other institutions concerned with children’s welfare.
Our responsibilities to the community are to provide
programs that meet the diverse needs of families, to
cooperate with agencies and professions that share the
responsibility for children, to assist families in gaining
access to those agencies and allied professionals, and
to assist in the development of community programs
that are needed but not currently available.
As individuals, we acknowledge our responsibility to
provide the best possible programs of care and education
for children and to conduct ourselves with honesty
and integrity. Because of our specialized expertise in
early childhood development and education and
because the larger society shares responsibility for the
welfare and protection of young children, we acknowledge
a collective obligation to advocate for the best
interests of children within early childhood programs
and in the larger community and to serve as a voice for
young children everywhere.
The ideals and principles in this section are presented
to distinguish between those that pertain to the
work of the individual early childhood educator and
those that more typically are engaged in collectively on
behalf of the best interests of children—with the
understanding that individual early childhood educators
have a shared responsibility for addressing the
ideals and principles that are identified as “collective.”


This section was the most surprising.  I never really thought about my responsibility for children as going outside of the center.  This section, though, maps out a responsibility to work with other areas of the community to make them work together with the center and with each other to create a child centered culture throughout the town and surrounding areas.  As they say "It takes a village to raise a child," and a village that works under the NAECY Code of Ethics would help guarantee the healthy development of it's youngest residents.




All of the above principles have their basis in the best practices for young children.  These are the core values upon which the NAEYC Code of Ethics is based:






• Appreciate childhood as a unique and valuable stage
of the human life cycle
• Base our work on knowledge of how children develop
and learn
• Appreciate and support the bond between the child
and family
• Recognize that children are best understood and

supported in the context of family, culture, community,
and society
• Respect the dignity, worth, and uniqueness of each
individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full
potential in the context of relationships that are based
on trust and respect

Friday, October 8, 2010

Course Resources


art 1: Position Statements and Influential Practices
Part 2: Global Support for Children’s Rights and Well-Being
Part 3: Selected Early Childhood Organizations
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
  • 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
Illinois State Board Of Education Early Childhood Resources
http://www.isbe.net/earlychi/
This website is the place to go to find out exactly what is happening in the Early Childhood field in Illinois. It lists recent news, funding opportunities, state standards, best practices, training opportunities and Illinois expectations.

The Project Approach Website
http://www.projectapproach.org/
Anyone interested in implementing The Project Approach in their classroom should go to this sight.  It has Project Approach guidelines, tips, sample projects, recent events, a resource section and an area where teachers can ask advice from others using The Project Approach.

The Illinois Early Learning Project
http://illinoisearlylearning.org/
The best thing about this site is that it has one page Tip Sheets that can be ordered or printed and then used as parent resources, staff resources, or just for personal use.  The tip sheets are available on a myriad of topics relating to Early childhood and in multiple languages - plus, they're free!  This sight is a great place to go for ideas, support or information.

Friday, October 1, 2010

Inspiration

I have found the following quotes to be inspirational in both my life as a teacher and as a parent:

"I feel it is important to make a real contribution." - Louise Dermen Sparks

"Children need the tools to thrive/ survive in the public school system." - Louise Dermen Sparks

"Parents were involved and that made me want to be involved." - Sandy Escobide

"Of course children benefit from positive feedback. But praise and rewards are not the only methods of reinforcement. More emphasis should be place on appreciation—reinforcement related explicitly and directly to the content of the child's interest and efforts." - Lilian Katz

"Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children." - Lilian Katz

"In the United States, it is now possible for a person eighteen years of age, female as well as male, to graduate from high school, college, or university without ever having cared for, or even held, a baby; without ever having comforted or assisted another human being who really needed help. . . . No society can long sustain itself unless its members have learned the sensitivities, motivations, and skills involved in assisting and caring for other human beings." - Urie Bronfenbrenner

"One of the most significant effects of age-segregation in our society has been the isolation of children from the world of work. Whereas in the past children not only saw what their parents did for a living but even shared substantially in the task, many children nowadays have only a vague notion of the nature of the parent's job, and have had little or no opportunity to observe the parent, or for that matter any other adult, when he is fully engaged in his work." - Urie Bronfenbrenner

"Children need people in order to become human.... It is primarily through observing, playing, and working with others older and younger than himself that a child discovers both what he can do and who he can become—that he develops both his ability and his identity.... Hence to relegate children to a world of their own is to deprive them of their humanity, and ourselves as well." - Urie Bronfenbrenner

"Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else—especially somebody who's crazy about that child." - Urie Bronfenbrenner