Thanks everyone.

I have truly enjoyed traveling on this journey with all of you.  I can fairly say it was a new experience for us all.  I have a 2 1/2 month old and a 18 month old at home and found it difficult at times to just get online.  But I made an extra effort to meet you all on blogs and discussions because I felt I learned from all of you.  Thank you for sharing about your childhood, your passions, your goals, and aspirations with me.  Good luck to you all as you continue on your journey.

NAEYC and DEC Code of Ethics

The NAEYC offers guidelines for appropriate  ethical behavior that all professionals dealing with young children need to follow.  The DEC guides the principles of conduct and research relating to the professional practice with young children with disabilities, their families, and with interdisciplinary colleagues.  As we reflect on what we have learned I have taken time to introspect what I have been doing in my classroom over the years and have selected three ideals that resonate with me.

1) We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services. (DEC)

I find this code especially meaningful because I know I wouldn't have survived my first two years teaching without my mentor, Ms. Wanda Gonzalez.  She was instrumental in modeling what was appropriate in evidence based work and modeling how to be an exceptional teacher in a very difficult urban community.  Mentoring is necessary for new teachers because statistics state that new teachers leave the education field within 5 years.  Sometimes we lose our best and brightest because they didn't have necessary support.


2) Respect diversity in children, family, and colleagues. (NAEYC)

This is so vital to our diverse immigrant communities. I remember when I worked in Lewiston,Maine and the community was told that there would be an influx of refugees.  The community would have to bear the burden of this population.  This was fine until they were told that they were African-Muslims.    Protests took place in our area because no one wanted them there.  They were not welcome.  But as a school community we had to come together and devise a plan to deal with the number of students, the present budget, and how would we provide services to them to learn English and to acclimate themselves.  We worked diligently to respect this diverse community.


3) Respect that children and adults achieve their full potential in the context of relationships that are based on trust and respect.  


This reminded me of Mahaley and everything we learned about in week 3.  We learned about family systems theory and we even created our childhood webs.  We need to respect the relationships our students have with others and understand these relationships have a direct  correlation to their success.    

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://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, 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
  
  Note: The following article can be found in the Walden University Library databases.
  
• 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. 

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. 

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/pages/page.asp?page_id=22807

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

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.) 

• 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

3 Great Resources

This resource is an online teacher resource.  It provides links to other sites and answers the question why is early childhood education so important.

http://www.teach-nology.com/teachers/early_education/ 

This resource provides journals and up to date research information.

http://www.researchconnections.org/childcare/welcome 

This resource is geared towards parents.  We always need to maintain a good home-school connection and help parents whenever we can.

http://www.childdevelopmentinfo.com/