A Word of Thanks

To my colleagues and my professor, I wanted to extend a most humble thanks for this learning experience. This course has pushed me to mature as a person and as an early childhood professional. I have learned to take time for self-reflection and to continue to learn more, do more, and become more within this field. Thank you for your comments, experiences, insight, and support. It is because of you all this has been an invaluable learning experience.

A Code of Ethics

Three Ideals contained in the NAEYC and DEC Codes of Ethics that are meaningful to me:

In reference to the responsibilities to co-workers (NAEYC Code of Ethics):

I-3A.1—To establish and maintain relationships of
respect, trust, confidentiality, collaboration, and
cooperation with co-workers.

The significance of this code to my professional life is the fact that one is only as strong as his/her team. Within any organization or work environment, especially in early childhood, there is nothing more vital to the growth of a center, the children, its families, and the community than the solid relationships built within through respect, trust, confidentiality, collaboration, and cooperation with one another.

In reference to the ethical responsibilities to the community and society (NAEYC Code of Ethics):

I-4.5 -- To work to ensure that appropriate assessment systems, which include multiple sources of information, are used for purposes that benefit children.

The significance of this code to my professional life is the fact that certain assessments, such as standardized testing, is NOT designed for "purposes that benefit children." These test carry too much weight when determining if a child is promoted to the next grade. Of course, such "assessments" work well for those students who don't have test anxiety, who have been exposed to certain concepts presented within the test, or were lucky to have teachers who did more than "teach to test". Be these scenarios aren't sufficient enough to say a student wasn't academically successful because he/she didn't "pass the test". As we learn in the beginning of becoming an early childhood professional, assessments should be conducted and implemented to give a better understanding of how to teach the child not rate the child as a "pass or fail" student.

In reference to Responsive Family Centered Practices (DEC Code of Ethics)

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.

The first way to build a family is to give them a voice. My oldest daughter was diagnosed with a language delay when she was 3. Working closely with the center's family advocate, attending IEP meetings and being involved with its details as well as always having open communication with her teachers, helped me to understand her developmental issue more. I was in a position of empowerment because I had a voice and I knew my opinions and concerns were valued. Through all the support that was available to me, I understood how to work with my daughter to enhance her emerging language skills and in return she was discharged from the services because she no longer needed them. The teacher and parents have to work together for the benefit of the child. This is established by letting the family know that they are welcomed, valued, and their voice has power. 

Course Resources

The following list contains resources provided by Walden University through my Foundations of Early Childhood course.

 Course Media: "The Resources for Early Childhood" Five early childhood professionals discuss their preferred and trusted resources

Literary Resources:

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://main.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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.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.

• Retrieved from the Walden Library databases.

Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf
Websites:

World Forum Foundation
http://worldforumfoundation.org/wf/wp/about-us

• 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
http://www.omep-usnc.org/

• Read about OMEP's mission.

Association for Childhood Education International
http://acei.org

Additional Resources:

Child Care Bureau

Contact Information: U.S. Department of Health and Human Services

                                 370 L'Enfant Promenade

                                 5th Floor East

                                 Washington, DC 20447

                                 202-690-6782 (phone)

                                 202-690-5600 (fax)

Description: To support low-income working families through child care financial assistance and promotes children's learning by improving the quality of early care and education and after school programs.

National Resource Center for Health and Safety in Child Care and Early Education

Contact Information: 13120 E. 19th Ave., Mail Stop F541

                                  PO Box 6511

                                  Aurora, CO 80045

Description: To improve the quality of child care and early education programs by supporting child care providers, and early educators, families, health professionals, early childhood comprehensive systems, state child care regulatory agencies, state and local health department, and policy makers in their efforts to identify and promote healthy, safe child care and early education programs.

 A quotation about imagination by Fred Rogers "When children pretend, they're using their imaginations to move beyond the bounds of reality. A stick can be a magic wand. A sock can be a puppet. A small child can be a superhero." As adults, we never stop dreaming. When we dream, we release doubt and fly free with our desires. 

move beyond the bounds of reality. A stick can be a magicwand. A sock can be a puppet. A small child can be asuperhero.