Thank you to all who have been so supportive and provided helpful feedback during this new learning adventure! Best of luck to you all during your continued course of study!
Kathy
Saturday, April 26, 2014
Saturday, April 19, 2014
Code of Conduct
For this week's assignment, we are to choose 3 ideals that are significant to us and why. I have chosen mine from: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved
May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf.
1. 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.
This should be obvious. One cannot work in the field of early childhood education if they do not have the basic knowledge about what it means to be a teacher of young children. Currently, in many centers across the country, all you need to apply for a job as an ECE teacher is a high school diploma and a clean criminal background check. Organizations such as NAEYC are working to change this, encouraging further specialized education. Personally, I would like to see it taken further. I believe that all ECE teachers should have at minimum a 4 year teaching degree in ECE, and have successfully completed student teaching. Those with lesser educations, such as 2 year degrees, CDA's, etc. would be able to work only as assistant teachers.
2. I-1.6 To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
There are a great deal of assessment tools available for use in the field of ECE. Some are better than others, some are downright bad. NAEYC is attempting to highlight some of the better program s available, thus eliminating the use of the really bad programs. In order for a teacher to use any assessment tool effectively, the teacher must be trained in how to use it correctly. Having worked with several systems, I have seen first hand that this is not always the case. Training usually consists of webinars, held during teaching hours (so the teacher is listening with half an ear at best), with spotty technology (usually there is a glitch with the sound, or getting the pages to display correctly, or other media issue), and no real in-depth understanding of how the program works. In addition, teachers who lack the training in observation cannot use assessment tools effectively. Even the best of programs will not work if the person using it does not understand it.
3. I-1.8 To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
Teachers want their students to be able to actively engage in all activities. This means that teachers must be ever watchful of things which may hinder a child's ability to fully participate. They need to be sure that all supplies are able to be used by all students, with adaptations made where necessary. They need to be sure all students can safely move throughout the center, both indoors and out. They need to be on constant lookout for areas in which a child could become injured, and corrections need to made immediately. Safety for all needs to be key!
Over the years, I have seen a great many changes in the area of ECE. However, we still have a long way to go. We must always looks for ways to make the systems better, for the sake of our children.
1. 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.
This should be obvious. One cannot work in the field of early childhood education if they do not have the basic knowledge about what it means to be a teacher of young children. Currently, in many centers across the country, all you need to apply for a job as an ECE teacher is a high school diploma and a clean criminal background check. Organizations such as NAEYC are working to change this, encouraging further specialized education. Personally, I would like to see it taken further. I believe that all ECE teachers should have at minimum a 4 year teaching degree in ECE, and have successfully completed student teaching. Those with lesser educations, such as 2 year degrees, CDA's, etc. would be able to work only as assistant teachers.
2. I-1.6 To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
There are a great deal of assessment tools available for use in the field of ECE. Some are better than others, some are downright bad. NAEYC is attempting to highlight some of the better program s available, thus eliminating the use of the really bad programs. In order for a teacher to use any assessment tool effectively, the teacher must be trained in how to use it correctly. Having worked with several systems, I have seen first hand that this is not always the case. Training usually consists of webinars, held during teaching hours (so the teacher is listening with half an ear at best), with spotty technology (usually there is a glitch with the sound, or getting the pages to display correctly, or other media issue), and no real in-depth understanding of how the program works. In addition, teachers who lack the training in observation cannot use assessment tools effectively. Even the best of programs will not work if the person using it does not understand it.
3. I-1.8 To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
Teachers want their students to be able to actively engage in all activities. This means that teachers must be ever watchful of things which may hinder a child's ability to fully participate. They need to be sure that all supplies are able to be used by all students, with adaptations made where necessary. They need to be sure all students can safely move throughout the center, both indoors and out. They need to be on constant lookout for areas in which a child could become injured, and corrections need to made immediately. Safety for all needs to be key!
Over the years, I have seen a great many changes in the area of ECE. However, we still have a long way to go. We must always looks for ways to make the systems better, for the sake of our children.
Thursday, April 3, 2014
Resource Directory
The following is a collection of resources for early childhood education. Some have been provided by my Professor at Walden University. Others I have added. Please feel free to use this list!
Course
Resources
·
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://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://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, from http://www.unicef.org/crc/files/Rights_overview.pdf
·
Websites:
·
o 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 media segment on this webpage
http://worldforumfoundation.org/wf/wp/about-us
This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP's mission.
http://www.omep-usnc.org/
Read about OMEP's mission.
o Association for Childhood Education
International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements
·
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 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
Some personal suggestions:
Penn State Better Kid Care (extension
of Penn State University)
Pennsylvania Early Learning: Keystone Stars
Scholastic, Inc.
Fred Rogers Center
Education Week
Smithsonian Institute
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