MEANINGFUL CODES OF ETHICS

MEANINGFUL CODES OF ETHICS

WHICH ARE SIGNIFICANCE TO ME AS AN EARLY CHILDHOOD PROFESSIONAL

NAEYC & DEC code of ethics are a large part of my profession as an Early Childhood professional.  I have responsibilities to children, families, colleagues, and community to do the right thing to all who are involved. At all times I will be committed to my profession to support ethical responsibilities, and I will never share confidential information about children and their families. As an Early Childhood professional I ‘m obligated and mandated to do the right thing. I am required to provide high quality care for all children in my care.  Children should be cared for in a safe, clean, nurturing environment. I will commit myself to promoting children self-awareness, self-worth, and support them as they develop. I will also support collaboration, communication, and cooperation between families and my program. Interaction of care givers and team building will be what I embrace in the workplace to support children development. We will be a program that meets the diverse needs of our community, and collaborate with organizations and other professionals. As an Early Childhood professional I will support children development, and families’ relationships with care givers.

I will always look for other resources to promote learning in Early Childhood Profession.

Sandra Strong

References

• NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
  http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
• Article: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
  http://www.dec-sped.org/

NAEYC & DEC code of ethics are a large part of my profession as an Early Childhood professional.  I have responsibilities to children, families, colleagues, and community to do the right thing to all who are involved. At all times I will be committed to my profession to support ethical responsibilities, and I will never share confidential information about children and their families. As an Early Childhood professional I ‘m obligated and mandated to do the right thing. I am required to provide high quality care for all children in my care.  Children should be cared for in a safe, clean, nurturing environment. I will commit myself to promoting children self-awareness, self-worth, and support them as they develop. I will also support collaboration, communication, and cooperation between families and my program. Interaction of care givers and team building will be what I embrace in the workplace to support children development. We will be a program that meets the diverse needs of our community, and collaborate with organizations and other professionals. As an Early Childhood professional I will support children development, and families’ relationships with care givers.

I will always look for other resources to promote learning in Early Childhood Profession.

Sandra Strong

References

• NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
  http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
• Article: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
  http://www.dec-sped.org/

WHICH ARE SIGNIFICANCE TO ME AS AN EARLY CHILDHOOD PROFESSIONAL

Course Resources Section for; Early Childhood

NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved Feb. 03, 2012 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 Feb. 20, 2012, 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 Feb. 03, 2012, from http://www.fpg.unc.edu/~snapshots/snap33.pdf

• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved Feb. 03, 2012, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved Feb. 03, 2012, 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 Feb. 03,2012, 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 Feb. 03, 2012, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved Feb. 03, 2012 from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf

UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved, Feb 03, 2012 , from http://www.unicef.org/crc/files/Rights_overview.pdf

• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved Feb. 03,2012 , 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 Feb. 03, 2012 , 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 Feb. 03,2012 , from http://www.fpg.unc.edu/~snapshots/snap33.pdf

• World Forum Foundation 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.

• 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/

 There are so many more resources for; Early Childhood Field