Congratulations, we have gain a lot of knowledge over the past eight weeks in the field of early childhood education. I appreciate the comments, support, and the advice you have giving me concerning my blogs. We have learn so much from this course, each other, and the experience that we have encounter. I hope that we will stay connected with each other throughout our career. I have really enjoyed you as a classmate, friend, and an educator in the field of early childhood education. Keep up the good work as you continue to embark on your journey at Walden University as a professional in early childhood education and do keep in touch. We are the voice for our young children and families so lets speak out and make it happen. The success is yours!
Thanks a lot,
LaKeshia S. Short
Wednesday, December 21, 2011
Sunday, December 18, 2011
CODE OF ETHICS
Code of Ethics
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.
* This code of ethic is important because you must be knowledgeable of early childhood education to deliver the best quality to our young children of the future.
I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.
*Knowing the child and learning what he or she is capable of will give you a better opportunity to educate the child in a way that he may comprehend the skills provided by you as a teacher.
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.
*This bring me to the assessment tools we used at Head Start such as the LAP-D. It is a good assessment tool but I believe there is something more adequate to use than this tool.
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.
*Knowing their social, emotional, cognitive, physical skills of a child will help you to identify problems. If there are problems than you can provide additional help for the child.
III. RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical life activities. The early childhood special education professional will demonstrate respect for all families, taking into consideration and acknowledging diverse family structures, culture, language, values, and customs. Finally, families will be given equal voice in all decision making relative to their children. The following practice guidelines provide a framework for enhancing children’s and families’ quality of lives.
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.
* This code of ethic is important because you must be knowledgeable of early childhood education to deliver the best quality to our young children of the future.
I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.
*Knowing the child and learning what he or she is capable of will give you a better opportunity to educate the child in a way that he may comprehend the skills provided by you as a teacher.
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.
*This bring me to the assessment tools we used at Head Start such as the LAP-D. It is a good assessment tool but I believe there is something more adequate to use than this tool.
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.
*Knowing their social, emotional, cognitive, physical skills of a child will help you to identify problems. If there are problems than you can provide additional help for the child.
III. RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical life activities. The early childhood special education professional will demonstrate respect for all families, taking into consideration and acknowledging diverse family structures, culture, language, values, and customs. Finally, families will be given equal voice in all decision making relative to their children. The following practice guidelines provide a framework for enhancing children’s and families’ quality of lives.
Friday, December 2, 2011
Additional Resources
Engaging Families in Early Childhood Education
by Amy L. Reschly, Ph.D., University of Georgia
Collaborative problem-solving will require that parents, educators, specialists, and administrators work together to determine appropriate resources and supports as well as specific information-sharing practices that facilitate parental engagement.
http://www.rtinetwork.org/essential/family/engagingfamilies
Early child development
August 2009During early childhood, children undergo rapid growth that is highly influenced by their environment. Many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood.
http://www.who.int/mediacentre/factsheets/fs332/en/index.html
Early Childhood Education: Resources for Enhancing Early Development
Children’s brains develop most significantly from birth through six years of age. Use this Early Childhood Education Web Guide to find resources that can enhance young children’s social, emotional, physical and academic development.
http://www.findingdulcinea.com/guides/Education/Early-Childhood-Education.xa_1.html
by Amy L. Reschly, Ph.D., University of Georgia
Collaborative problem-solving will require that parents, educators, specialists, and administrators work together to determine appropriate resources and supports as well as specific information-sharing practices that facilitate parental engagement.
http://www.rtinetwork.org/essential/family/engagingfamilies
Early child development
August 2009During early childhood, children undergo rapid growth that is highly influenced by their environment. Many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood.
http://www.who.int/mediacentre/factsheets/fs332/en/index.html
Early Childhood Education: Resources for Enhancing Early Development
Children’s brains develop most significantly from birth through six years of age. Use this Early Childhood Education Web Guide to find resources that can enhance young children’s social, emotional, physical and academic development.
http://www.findingdulcinea.com/guides/Education/Early-Childhood-Education.xa_1.html
Resources for Early Childhood Education
Resources for Early Childhood
Position Statements and Influential Practices
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://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://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.
Global Support for Children’s Rights and Well-Being
Websites:
http://worldforumfoundation.org/wf/wp/about-us
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.
Selected Early Childhood Organizations
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/
More Professional Journals Available
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
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