P-1.1—Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.
This particular code means more to me than any other code. I have been an advocate for abused and neglected children for many years. I have seen first hand the abuse adults inflict upon children and it is an absolute tragedy. No child should ever live in fear of the persons responsible for their care and protection; or any other person for that matter. Families entrust their most valuable possessions to us each day; and we should feel honored to have the privilege to be able to care for and educate the children, to be able to help instill values and help discover new things each day. We should never allow a child to be harmed in any manner. We should always protect the child. NO MATTER WHAT.
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.
I believe it is important to develop the whole child; which includes fostering the child's social, emotional, cognitive and physical development. Children grow and develop when they feel safe, when they are well fed and have access to necessary medical care. It is our job to provide a healthy, safe environment, to offer nutritious meals and to aid the families in obtaining medical treatment when necessary.
I-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.
Families today are very different from families 30-years ago. It is not our place to judge or condemn a family whose values or structure differ from our own, or our "vision" of the ideal family. We have a responsibility to support each and every family we serve. We should learn about each family and make an effort to create a supportive, trusting relationship with each family.
I-4.4—To work through education, research, and advocacy toward a society in which all young children have access to high-quality early care and education programs.
The field of childhood education has advanced greatly through research and education.This code is important to me because it has been through education and research that I have grown as an individual and expanded my knowledge exponentially. As early childhood professionals we must always be learning, following new research and implementing new ideas. We must advocate for children in any way necessary.
Saturday, October 20, 2012
Saturday, October 6, 2012
Resources
Position Statements and Influential Practices
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. http://www.naeyc.org/files/naeyc/file/positions/dap
- NAEYC. (2009). Where we stand on child abuse prevention.http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
- NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. 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.http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
- NAEYC. (2009, April). Early childhood inclusion: A summary. 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. 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. http://www.fpg.unc.edu/~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:
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- World Forum Foundation
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
Read about OMEP's mission.
- Association for Childhood Education International
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements
- Early Childhood Research and Practice: http://ecrp.uiuc.edu/v13n2/byington.html
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- World Forum Foundation
Selected Early Childhood Organizations
- National Association for the Education of Young Children
- The Division for Early Childhood
- Zero to Three: National Center for Infants, Toddlers, and Families
- WESTED
- 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
Selected Professional Journals
Available in the Walden Library
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
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