Thursday, October 23, 2014
Through the Eyes of a Child
One of the preschoolers in my classroom gave me this today and said, "I love you, Ms. Jennifer. You're pretty like a flower."
To any adult, this is a weed. To a child it's a flower. It's always wonderful to see things through the eyes of a child.
Saturday, October 18, 2014
NAEYC's Code of Ethical Conduct
Early childhood education professionals should know and follow NAEYC's Code of Ethical Conduct and Statement of Commitment. The code addresses ethical responsibilities to children, families, colleagues, and to community and society. The code includes ideals and principles. I would like to share a few of the ideals today.
I-1.3 - To recognize and respect the unique qualities, abilities, and potential of each child.
Children need to be seen and taught as individuals. Each child has their own way of processing information and their own style of learning.
I-2.2 - To develop relationships of mutual trust and create partnerships with the families we serve.
I firmly believe that in order for the child to be successful we need to establish a good relationship and open lines of communication with each family.
I-3A.2 - To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.
Collaboration and team work are essential to any early childhood program.
I-4.6 - To promote knowledge and understanding of young children and their needs. To work towards greater societal acknowledgement of children's rights and greater social acceptance of responsibility for the well-being of all children.
Early childhood professionals need to advocate for the early childhood education field.
I-1.3 - To recognize and respect the unique qualities, abilities, and potential of each child.
Children need to be seen and taught as individuals. Each child has their own way of processing information and their own style of learning.
I-2.2 - To develop relationships of mutual trust and create partnerships with the families we serve.
I firmly believe that in order for the child to be successful we need to establish a good relationship and open lines of communication with each family.
I-3A.2 - To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program is provided.
Collaboration and team work are essential to any early childhood program.
I-4.6 - To promote knowledge and understanding of young children and their needs. To work towards greater societal acknowledgement of children's rights and greater social acceptance of responsibility for the well-being of all children.
Early childhood professionals need to advocate for the early childhood education field.
Friday, October 3, 2014
Early Childhood Education Resources
Early childhood educators should never stop learning! It is also important for us to keep up with current issues that revolve around the early childhood field. I am sharing some resources below!
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, fromhttp://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
·
NAEYC. (2009). Where we stand on school readiness. Retrieved
May 26, 2010, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://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, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
·
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.
Retrieved from the Walden Library databases.
Retrieved from the Walden Library databases.
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, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf
Websites:
.
Selected Early Childhood
Organizations
·
Administration for Children and
Families Headstart's National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
http://www.acf.hhs.gov/programs/opre/hsrc/
Selected Professional Journals
·
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
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