Thank You Group 2

I  really appreciated the the time and effort of all the members of Group 2. The high spirit and thoughtfulness of each member is unmatched. I really appreciate the comments from each of you and I have gained a true meaning of working as a team.

The NAEYC Code of Ethics

NAEYC code of ethics ideals most meaningful to me are:
1-2.1 - To be familiar with the knowledge base related to working effectively with families and stay informed through continuing education and training.
In order to achieve my goals as an early childhood professional, it is necessary that I continue my studies and once this is done I must stay abreast through various means in addition to education courses.
I-1.10 - To ensure that each child's culture, language, ethnicity, and family structure are recognizes and valued in the program.
The early childhood professional has to be able to work with children and families of diverse backgrounds. Being sensitive to all family structures and children is a most necessary code of ethics.

I-2.7 - To share information about each child's education and development with families and to help them understand and appreciate the current knowledge base of the early childhood profession.
The informed student, teacher or parent is better able to make the best decisions when knowledgeable of  the field of early childhood education. This to necessary for the teacher, student as as well as the parent.

P-1.8 - We shall be familiar with risk factors for and symptoms of child abuse and neglect, including physical, sexual, verbal, and emotional abuse and physical, emotional, educational, and medical neglect. We shall know and follow state laws and community procedures that protect children against abuse and neglect.

I expect that my early childhood career will be impacted at some point by this principal.

Course Resource Section

Video Program: “The Resources for Early Childhood”
Five early childhood professionals discuss their preferred and trusted resources.


 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/53036/CRS-CW-4603357/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
  
  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.

 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=22807The
• Erikson Institute
  http://www.erikson.edu/
    

Three additional resources  the field of Early Childhood:

Book:  Jalongo,M.R., & Isenberg,J.P.(2008). Explore Your Role: An Introduction to Early Childhood Education. Upper Saddle River,N.J: Riverside.


ExchangeEveryDay is the official electronic newsletter for Exchange Press, Inc. It is delivered five days a week containing early childhood news .
www.childcareexchange.com

A global early Childhood perspective
www.earlychildhoodaustralia.org.au/every_child_magazine

Passion, Motivation, and Wisdom

Louise Sparks, Professor emeritus
Pacific Oaks College
As a child, she always wanted to be a teacher. She wanted to fix injustices through teaching.  As an early childhood teacher of 3 and 4 year olds, she made racial identity a part of her life's word. As a professor she used an anti bias approach to teaching.

Renetta Cooper, Program Specialist
Sees education as a civil right issue. Early Childhood education gives you the tools to work with. She wants women to have choices and that includes the option to stay home with children. 

Words of Inspiration and Motivation

 “ If you look around, about every single major American issue that needs to be  addressed is around the way we treat our children… What are we going to leave our children? It’s a major issue. It is the great purpose that we need to revive. We don’t have lot of public purposes in America. We need this kind of movement around children’s issues to determine whether we can protect people who don’t have the power of the vote.”

Marian Wright Edelman President, Children’s Defense Fund

“Because all development occurs in and is influenced by social and cultural contexts, early childhood programs cannot be developmentally appropriate unless they are also culturally appropriate.

Susan Bredekam, director of Research, The council for Professional Recognition, Washington

Words of Inspiration and Motivation

 Loris Malaguzzi
"Our goal is to build an amiable school, where children, teachers and families feel at home. Such a school requires careful thinking, and planning concerning procedures, motivations and interests. It must embody ways of getting along together, of intensifying relationships."

Five Family Members

Mother with some grandchildren

Sister Doris

Brother James

Shelby on outing with grandaughter

My Personal Childhood Web

Mother
Encouraged me to become a teacher, taught me home-making, including how to sew.
She played the piano for  family and encouraged others to play.

Father
The one most responsible as a confidence builder. Encouraged my reading by reading newspaper headlines to him to improve reading.Taught me about agriculture in stages according my age.

Sister Doris
My adviser. Offered support whenever I faced personal challenges.She always made sure that my grooming was up to par.

Sister  Wilma
The first teacher of my siblings. Served as my tutor when ever I needed help with a lesson. She became the first teacher of the family.

Brother James
My protector. He became the musician among the siblings.
He coached me to sing solo in public, on one occasion.

A Child's Gifts

 

Your Child’s Brain

How Children Are Wired for Music, Math & Emotions

Based on research by  Sharon Begley

Child's Drawing

A Plesant Surprise

A story about a child which touched my heart.
The child in this story I shall refer to as Michelle. At the age of 2, she was abandoned by her mother.
Although she was left with  a family member, Michelle did not know them people. He mother had
promise to return the next day. She never did. I accompanied her grandmother to pick her up. We traveled 8 hundred miles. Once she saw her grandmother, she jumped for joy.

Sassy Little Sister is Not My Name

This book peaked my interest as I read with my grandaughter.
The character resented being referred to as little. She was known for her bravery and was
given the nickname, Sassy Little Sister, as the book is titled.
The book's message to the little girl who was small for her age,
"courage comes in all sizes."