Saturday, October 23, 2010

Examining Codes of Ethics

In this week’s blog I intend to discuss three ideals contained in the codes of ethics for both NAEYC and DEC and why I was drawn to these statements. It has truly been a an interesting eight weeks and I am a little nervous to see what the ECS’s program has is store.
Before I present my choices I have to say that it was a very difficult decision to because all the ideals and principles are significant to my professional career. I have chosen to combine the ideals and answer them simultaneously. It is also very important to note that the focus of my answers to this blog will be on my mother’s educational facility. As stated in previous blogs and assignments, she is the reason for my career decision and my survival in early childhood education to date. She is my advisor and a willing participant in this process.
I hope you can appreciate my thoughts on the following ideals:
Section I- 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.”
DEC ( Ethical Practice in Research)
“We shall conduct on-going research and field work that is consistent with and builds upon the available cadre of evidence based practices.”
My mother is currently taking her staff through NAEYC training and whenever possible, I visit and participate. The whole idea of training and re-training is to stay informed and also to learn about the advances your field of expertise. We have discussed staying informed on several occasions during our tenure in this course and it really cannot be stressed enough. There is a verse in a song that says, “Man that knows something knows that he knows nothing at all.” This is not to say that knowledgeable people are ignorant; it is the opposite. An individual who is seeking truth and knowledge knows that you will never know everything, which is why he/she understands that knowledge is a lifelong path worthy of travel.
Section II- Ideal 2.3
“To welcome all family members and encourage them to participate in the program.”

DEC (Responsive Family Centered Practices)
“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.”
My mother offers parent workshops to her families and has established mandatory volunteer time. At first, many families were not receptive to the idea of having to volunteer and felt that they should not be ‘forced’ to volunteer. Although mandatory volunteer time sounds like an oxymoron, it is a key piece in child development that should not be forgotten. When the families realized that it helped the child/children acclimate to the learning environment they quickly became fixtures in the school. This is an element that I will incorporate in my learning center because volunteer time promotes bonding and plays a key role in the productivity of the school.

Section II- Ideal 2.5
“To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs.”

DEC (Responsive Family Centered practices)
“We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs, languages, and culture relative to their nurturance and support their children toward achieving meaningful and relevant priorities and outcomes families’ desire for themselves and their children.”
My mother’s facilities as well as my daughter’s school annually hold an event called “international Night”. This is a night where everyone brings in a dish particular to their culture or traditions for the school community to share and families even wear their traditional clothes and tradition music can be heard throughout the school. This event is very successful because it unites the school community and allows everyone to feel comfortable with and share facts about their country and/or customs.

NAEYC. (2005). Codes of ethical conduct and statement of commitment. Retrieved May 26,2010, from
The Division for Early Childhood. (2000, August). Codes of ethics. Retrieved May 26, 2010

Tuesday, October 5, 2010

Collection of Resources

This has been a very interesting week. We have learned so much and gathered a large amount of useful information. Below I will list the resources found in our studies as well as three additional resources I found were insightful, motivating, and relevant to the course:

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from
• 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
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from

• 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.
UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from
• World Forum Foundation

• World Organization for Early Childhood Education
• Association for Childhood Education International
• National Association for the Education of Young Children
• The Division for Early Childhood
• Zero to Three: National Center for Infants, Toddlers, and Families
• Harvard Education Letter
• FPG Child Development Institute
• Administration for Children and Families Headstart’s National Research Conference
• HighScope
• Children’s Defense Fund
• Center for Child Care Workforce
• Council for Exceptional Children
• Institute for Women’s Policy Research
• National Center for Research on Early Childhood Education
• National Child Care Association
• National Institute for Early Education Research
• Pre[K]Now
• Voices for America’s Children
• The Erikson Institute

Walden University. (2010). Course Resources. Retrieved October 11, 2010 from,

Additional Resources
Edelman, M. W. (2000). Lanter: A Memoir of Mentors. Massechuetts : Harper-Collins.
- I specifically chose this book because it is glimpse into the life of Marian Wright Edelman. She founded the Children's Defense Fund and is a champion in advocating for the rights of children. In this book, she also discusses the mentors who inspired her to be the best and except nothing less.

Family Circle. (2010, October). Retrieved October 11, 2010, from Family Circle:
- I specifically chose this website because for years Family circle has been a resources for families to come together in fun and motivating ways

Scholastic Early Childhood Today. (2010, October). Retrieved October 11, 2010, from Scholastic Early Childhood Today:
- I specifically chose this website because it is a great resource for ideas and resources for parents, teachers, and children.