Reflections

I would like to thank everyone who answered my calls for assistance with creating and posting to the blog. Blogging is a new experience and I'm learning a lot.  The information that everyone has shared through  their discussions and blog postings has been very informative.  I look forward to future courses with everyone.  Thank you again for your support through our newly developed networking team.

Code of Ethics

We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.

 We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs, languages, and culture relative to their nurturance and support of their children toward achieving meaningful and relevant priorities and outcomes families’ desire for themselves and their children.

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.

If we do not show our parents respect through their beliefs, customs, and values we will not develop a relationship based on integrity, honest, and trust.   A healthy relationship with the parents will foster a learning environment to promote adequate growth and development of the child. 

Early Childhood Resources

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://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
  
  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. 

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://worldforumfoundation.org/wf/wp/about-us
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
• Association for Childhood Education International
  http://acei.org/about/ 

Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.

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/

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
     

Other Resources Used

http://www.wrightslaw.com/info/ei.index.htm
I use this site for further clarification on issue dealing with children and families.

http://www.cec.sped.org/
Provides information on dealing with individuals with special needs.

http://www.dcf.state.fl.us/
DCF was able to provide information on health and wellness.

Quotes

A child who plays and works thoroughly, with perseverence, until physical fatigue forbids will surely be a thorough, determined person, capable of self-sacrifice.  Friedrich Froebel

Free the chil's potential, and you will transform himinto the world.  Maria Montessori

“I’m not here to save the world. I’m here just to make a difference in it.” Raymond Hernandez, MS Ed.

 “My passion has been evolving through the years, it is an ongoing process. It’s like a ripple… it grows.” Leticia Lara LCSW.

Personal Childhood Web

My grandmother only had an 8th grade education, but she could stretch a dollar.  She grew up during the depression and raised her brothers and sisters while her mother worked in the cotton fields.  As a child growing up whenever we went to visit she would always let me cook with her.  She would cook a lot from scratch; you rarely saw her using a recipe.  Even when I wasn’t sure of what to add next she was always reassuring in a calm positive voice.  This was always our time together, as the other grandchildren did want to learn to cook.  Grandmother’s ability to cook without a recipe and have the dish taste delightful has lead to the way I have taught my daughter to cook.  I often will mix ingredients in from different recipes to make a new dish.

My dad is a mid-mannered man.  He always backed me in decisions with my sisters.  Dad continuously encouraged me to be the best I could be.  When I would make a mistake he would support me in the choice I choose to correct the problem.  Dad was the only one who had the patience to teach me to drive a stick shift car. The patience and guidance he instilled in me allowed me to teach two of my friends to drive stick shift.   The loving care that was and is still given by my father has allowed me to raise my daughter as a single parent with the same love and guidance.

In 5^th grade my teacher was inspirational.  Every morning she was at the door greeting each student with a “Good Morning (Student Name)”.  The day always started on a positive note and she would continuously try to make sure our days ended the same way.  If I had a bad day she would call you to the side and ask if she could help.  She showed compassion to us by showing an interest in our day our lives.  As an educator now I make it a point to greet my students first thing every morning.  This also opens the door for my students to let me know that their morning wasn’t as pleasant.

As a child growing up my aunt would invite me over to help take care of her horses.  My aunt was a loud outspoken individual.  She was the type of person that she would tell you just how she felt.  She felt everyone should know the truth even if feelings were hurt.  My aunt taught me how important it is to take care of something.  She instilled that when you commit to something it is responsibility to follow through with the plan.  My aunt believed speaking out was the best practice, however I have learned over the years to stop and think before I speak as not to hurt people’s feelings or create a catastrophe within my job.

My grandfather was an interesting creative man.  He could put things together or invent items from spare parts he had around the house.  He did create some amazing gadgets that actually work.  My grandfather was frugal with money preferring to fix things rather than buying new.  He taught me the value of money and the respect for the items I own.  To this day I will try and fix items before I have to buy anything new.

Hello

Hello from Germany.  I look forward to the challenge of working on a degree once more.