Examining Codes of Ethics

NAEYC Code of Ethics

To be familiar with the knowledge base of early

childhood care and education and to stay informed

through continuing education and training.

To recognize and respect the unique qualities,

abilities, and potential of each child.

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

DEC Code of Ethics

Responsive Family Centered Practices

Professional Development and Preparation

This is critical to providing the most effective services for young children with disabilities and their families. Professionals acquire the knowledge, skills, and dispositions to work with a variety of young children with disabilities and their families within natural and inclusive environments promoting children’s overall growth, development and learning, and enhancing family quality of life.

Professional Practice

Encompasses the practice principles to promote and maintain high standards

of conduct for the early childhood special education professional. The commitment to beneficence

acts for improving the quality of lives of young children with disabilities and their families.

All of these ideals are meaingul to me because they all involve avenues to enhance each family and their children.  Especially in these crucial economic times, families need assistance more than ever and giving them the boost they need to live a life that is rich in health, finacial stability and education is very important.

Refrences:

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
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
http://www.dec-sped.org/Ensure that families receive individualized, meaningful, anrelevant services responsive to their beliefs, values, customs, languages, and culture. In addition, families given equal voice in all decision making relative to their children.

Course Resources

Blog Assignment: Growing Your Collection of Resources

http://www.preschoolrainbow.org/resources.htm

"Places of interest for early childhood teachers with fun preschool education sites for parents and kids. Databases packed with resources and information about preschool curriculum, activities, and various early childhood programs. Child care provider sites with parenting suggestions and home learning ideas."

http://www.naeyc.org/

"NAEYC and its members are a leading voice for early childhood education to Congress and other federal entities, governors and state legislatures, state and local agencies, and other policy makers throughout the country. At each level, we help policy makers and the public understand the benefits of high-quality programs and services and advocate for investments in high-quality systems of affordable early childhood education for all children birth through age 8."

http://liveunited.org/pages/about-united-way-worldwide/

"United Way Worldwide is the leadership and support organization for the network of nearly 1,800 community-based United Ways in 45 countries and territories. They envision a world where all individuals and families achieve their human potential through education, income stability and healthy lives."

Course Resourses

• 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://www.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. 

• 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://www.worldforumfoundation.org/wf/about.php
    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 Internationalhttp://acei.org/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

• National Association for the Education of Young Childrenhttp://www.naeyc.org/
  
• The Division for Early Childhoodhttp://www.dec-sped.org/
  
• Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/
  
• WESTEDhttp://www.wested.org/cs/we/print/docs/we/home.htm
  
• Harvard Education Letterhttp://www.hepg.org/hel/topic/85
  
• FPG Child Development Institutehttp://www.fpg.unc.edu/main/about.cfm
  
• Administration for Children and Families Headstart’s National Research Conferencehttp://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/