Examining Codes of Ethics

I understand that this career choice I have made involves me ensuring I am trained and knowledgeable enough to help children and their families as they transition through their early childhood educational career. I also deeply believe parental involvement will play a major role in young children’s educational journey, and is key to them being successful and that children should always be safe.

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.

P-2.4—We shall involve the family in significant decisions

affecting their child.

P-1.1—Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children.

References

NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from
http://laureate.ecollege.comnaeyc_dap_position_statement.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

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 responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.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. (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

Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/

 

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/

 

National Black Child Development Institutehttp://nbcdi.org/
(Newsletter: http://nbcdi.org/support/sign-up-for-nbcdi-newsletters/ )

National Association of Child Care Resource & Referral Agencieshttp://www.naccrra.org/
(Newsletter: http://capwiz.com/naccrra/mlm/signup/ )

National Institute for Early Education Researchhttp://nieer.org/(Newsletter: http://nieer.org/resources/newsletter/index.php )

The National Association for the Education of Young Children

http://www.naeyc.org/

National Child Care Association
http://www.nccanet.org/

National Institute for Early Education Research
http://nieer.org/

 

 

LIlian Katz Quotes

"Experts generally agree that taking all opportunities to read books and other material aloud to children is the best preparation for their learning to read. The pleasures of being read to are far more likely to strengthen a child's desire to learn to read than are repetitions of sounds, alphabet drills, and deciphering uninteresting word". Lilian Katz

 "Each of us must come to care about everyone else's children. We must recognize that the welfare of our children is intimately linked to the welfare of all other people's children. After all, when one of our children needs life-saving surgery, someone else's child will perform it. If one of our children is harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children." Lilian Katz

Susan Bredekamp Quotes

"Children benefit most from teachers who have the skills, knowledge, and judgment to make good decisions and are given the opportunity to use them." Susan Bredekamp

"The fact that not only do you have to consider children as individuals, but you also have to consider children as members of groups with their own cultural identities." Susan Bredekamp