Thank You

Thank you to all my colleagues for your support and encouragement as we embarked on this journey together. I would like to thank everyone for all of the support that has been offered. I look forward to learning more about each of you as we move on to the next phase of this journey. I have enjoyed reading and posting to you all! Good luck as you complete this class and move to the next!

Examining Code of Ethics

The following are three ideals contained in the National Association for the Education of Young Chldren (NAEYC):

I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.

I chose this because I feel that every child is important and has their own uniqueness and individualism to contribute to the classroom atmosphere and educators should embrace that.

I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.

I chose this  because I thinkn most classroom are diversified and everyone should value their culture and educators should incorporate some aspect of them into their classroom.

I-1.12—To work with families to provide a safe and smooth transition as children and families move from one program to the next.

I chose this because I feel that it is important to understand that when children leave a preschool classroom which may be more layed backed and enter a kindergarten which may be more structured, it can be challenging for the child. I feel that preparation for this type of transition is needed.

I chose the following from the Division of Early Childhood (DEC):

1.      We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.

I feel that this is essential because some parents may not be aware of all the resources available for their child. We as educators should do all we can to help with this.

2.      We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.

I feel that everyone new to education should have some type of professional support system such as a mentor to help smooth things along whenever new educators need help.

3.      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.

I feel that this ideal really speaks for itself.

All of these ideals are significant to my professional life because they will become or are already parts of the cornerstones which make up my classroom.

Early Childhood Resources

COURSE RESOURCES:

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://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, fromhttp://www.fpg.unc.edu/~images/pdfs/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. 

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
  
  
  
• World Organization for Early Childhood Education
  http://www.omep.org.gu.se/English/about_OMEP/
  
  
  
• Association for Childhood Education International
  http://acei.org/about/ 

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/pages/page.asp?page_id=22807
• The Erikson Institute
  http://www.erikson.edu/
     

Selected 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

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PERSONAL SELECTED RESOURCES:

Websites

• Centers for Disease Control and Prevention

          http://www.cdc.gov/
 Information on health and safety topics, includes categories for different life span age
groups as well as emergency preparedness and injury/violence prevention.

• Fruit & Veggies: More Matter

           http://www.fruitsandveggiesmorematters.org/?page_id=102
Information geared towards parents and teachers about the importance of health and nutrition (mainly focusing on fruits and vegetables) as well as recipes and ideas to involve children. 

• Early Childhood

          http://www.earlychildhood.com/
Information for parents and teachers, provides links to news articles and other resources. 

• Child Development Institute

           http://www.childdevelopmentinfo.com/
Provides articles on a variety of topics in the child development field.

Books:

• Allen, Eileen K. and Glynnis Edwards Cowdery. (2008). The Exceptional Child. Wadsworth Publishing.
• Feeney, Stephanie and Eva Moravcik, Sherry Nolte, and Doris Christensen. (2010).  Who Am I in the Lives of Children? An Introduction to Early Childhood Education. New Jersey: Pearson Education Inc.