Final Thought......

This class has been very informative.  I am really glad that I decided to return to school.  Although, it was stressful in the beginning I was able to pick and maintain a schedule to stay on point.  I have enjoyed collaborating with everyone in class.  It is great hearing and reading from fellow professionals who have the same common goal of making Early Childhood Education better.  I hope that everyone strives forward into their wonderful journey in being an advocate in the field of ECE.  I hope to see you in my upcoming class Early Childhood Development EDUC-6160.

Until then....parting is such sweet sorrow

DEC Code of Ethics

Evidence Based Practice

2. We shall use every resource, including referral when appropriate, to ensure high quality services

are accessible and are provided to children and families.
 
"I do Dial 3 testing on my children.  After doing observations if I feel as though child needs extra help I do a referral service paper to the disabilities manager and we go from there."

Responsive Family Centered Practices
 

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 encourage family participation in the classroom.  I encourage parent volunteers and send homework assignments.  I do home visits and parent conferences to discuss how the children are doing in the classroom." 

Ethical Practice in Research

2. We shall maintain records of research securely; no personal information about research

participants should be revealed unless required by law.

"In the classroom, everything is confidential.  All children's records are to be locked at all times.  We do  not discuss anything about the child to anyone unless it is the parent/guardian who has custody of the child.  All information or research that is gathered in the classroom is confidential as well."

NAEYC Code of Ethics

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

"This ideal correlates with my thinking of each child develop at his or her pace.  I recognize that each child is an individual and we must educate them just as that."

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.

"In the classroom I provide a developmentally appropriate learning environment that encourages children to be individuals.  My classroom thinking is BE SAFE, BE NEAT, BE KIND."

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

"In the classroom, I see no cultural bias.  All children are created equal, no one is excluded.  I respect all cultures and I learn with my children just as they learn with me.  I make accommodations for my families who have cultural beliefs that different from others in the class.  I make accommodations to support language development of dual language learners.  My job is to make school comfortable and educational to all families."

My Personal Resource Collection

http://www.preschooleducation.com/
www.atozteacherstuff.com/
www.perpetualpreschool.com/
http://www.nfpa4kids.org/
http://www.sproutonline.com/sprout/home/default.aspx
http://www.pampers.com/
http://www.nickjr.com/
http://www.everythingpreschool.com/
http://www.parenting-journals.com/
http://www.eric-carle.com/home.html
http://www.parenting.com/
http://www.littlecritter.com/

Course Resource Collection Part 4

Part 4: 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

Course Resource Collection Parts 2 & 3

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-usnc.org/
    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.

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/
• The Erikson Institute
  http://www.erikson.edu/

Course Resource Collection Part 1

Video Program: “The Resources for Early Childhood”
Five early childhood professionals discuss their preferred and trusted 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/56611/CRS-CW-4955232/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/~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.
  Use the Academic Search Complete database, and search using the article's title. 
•   cont.