Ready for the Next Step....

I just wanted to thank everyone for all the insightful thoughts you have posted to your own blogs as well as your comments to mine this semester.  I enjoyed reading about everyone and how we feel about the field of early childhood.  I never would have thought I would be a blog creator that discusses the field of early childhood, I just hope that everyone has learned from my blog as I have learned form there’s. I will certainly look forward to adding   I wish everyone the best of luck in their career, education and professional development. 

Deanna

Ideals in the NAEYC Code of Ethics that are meaningful to me....

Although all the ideals provided by NAEYC are important and each play a role in the field, I believe that as a professional who works with children on a daily basis, that the ideals listed below are ones that I could relate to the most throughout a typical school year. 

I-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

As a teacher it is very important to stay current on new research and resources, without these developments students would be doing the same things from year to year and become bored with school.  Teaching is an ongoing learning process, you learn from your colleagues, students, etc. 

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

I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions.

These two ideal are very important as I want to provide a positive learning environment for my students and recognize each one.  Keeping this in mind will assist me in doing so and focus on all areas of development.   

I-1.6—To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.

I-1.7—To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.

Assessment is extremely important in measuring what your students are learning.  However, we need to be careful how we select assessments as they may be too overwhelming or demanding for the students.  The assessments educators use should help measure what the student has learned and what needs to be revisited again. 

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 believe that there should be a positive home-school connection in which everyone is on the same page and is doing everything they can for the child. 

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved October 22, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Additional Resources

I chose these resources because I truly feel that they have been the most beneficial to me in my teaching of young children.  I was required to use all of these in previous courses, but theses are ones that I keep on my shelf and refer to often.  The Whole Child is my absolute favorite as it covers all areas of development and it truly gives you a better understanding if the "whole child".


Bredekamp, S, & C. Copple. (2004). Developmentally Appropriate Practice in Ealry Childhood Programs. (Revised Edition). Washington, D.C.: NAEYC

Hendrick, J, & P. Weissman. (2006). The Whole Child. (Eighth Edition, Julie. Peters, Ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Henniger, M. L. (2005). Teaching Young Children. (Third Edition). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Ramsey, P. G. (2004). Teaching and Learning in a Diverse World. (Third Edition). New York, New York: Teachers College Press.

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://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4465394/educ6005_readings/naeyc_dap_position_statement.pdf
  
• 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, from http://www.fpg.unc.edu/~images/pdfs/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://www.worldforumfoundation.org/wf/about.php
    This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 
    
  • World Organization for Early Childhood Education
    http://www.omep.org.gu.se/English/about_OMEP/
    Read about OMEP’s mission. 
    
  • Association for Childhood Education International
    http://acei.org/about/
    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/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/
     

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

Ramsey, P. G. (2004). Teaching and Learning in a Diverse World. (Third Edition.). New York, New York: Teachers College Press.

 

Hendrick, J, & P. Weissman. (2006). The Whole Child. ( Eighth Edition, Julie. Peters, Ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall.

 

Henniger, M. L. (2005). Teaching Young Children. ( Third, Edition). Upper Saddle River, New Jersey: Pearson Prentice Hall.

 

Bredekamp, S, & C. Copple. (2004). Developmentally Appropriate Practice in Ealry Childhood Programs. (Revised Edition, Ed.). Washington, D.C.: NAEYC.

 

 

Quotes

“Reading is a complex process that requires a variety of strategies teacher can adapt.”   -Susan Bredekamp

“….thoughtfully supported play is essential for young children’s learning and development.” – Elena Bodrova

“My passion has been evolving through the years; its an ongoing process.”  -Leticia Lara, LCSW