Just wanted to extend a heartfelt "Thank You" to all my colleagues in (Group 2) during our past eight weeks of class. I have truly enjoyed getting to know each of you and working together to accomplish our dream but most importantly listening to you all express your personal ideas and views in the early childhood field. Each one of us has brought something different to the blog and discussions and all have impacted us in one way or another. As we continue throughout this program, I wish everyone much success... Keep in touch and I'm sure we will blog and discuss throughout the upcoming courses!  A special thanks to Dr. Dartt!  

Respectfully,

Barbara A. Robinson 

Meaningful Code of Ethics

NAEYC Code of Ethical Conduct 

The following are several ideals from NAEYCs Code of Ethical Conducts that I have selected that are of importance and are worth emulating within my professional life and growth development. 

Section I. 

Ethical Responsibilities to Children:

Ideals:

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 code of ethical conduct is significant to me because it encourages me to remain on the path of being a life long learner as it pertains to the early childhood and educational field. By staying connected through obtaining available resources, attend trainings, receive educational awareness, as well as keep up-to-date NAEYC affiliates and other memberships current will only promote for continual growth and development in my professional career. In addition, consistent engagement and hands on work will also help to bridge the gap and form better relationships with the children, families and communities that I serve and impact.

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. 

This code of conduct helps me to remain focus and aware of the many challenges that children and families may encounter. For me, this helps me to keep things in perspective in my decision making as a director to ensure that all children and families are treated fairly and are helped in my program regardless of the situational need of the child/children. Whether that is placing a child from one home to another, or by ensuring that the child will benefit from a larger or smaller group setting and ratio is what is most important for the child in ensuring the child's growth and development. 

I-1.9- To advocate for and ensure that all children, including those with special needs, have  access to the support services needed to be successful. 

This one is also significant to me because of my heart of compassion and genuine concern for children and my desire to ensure that they receive whatever help and assistance is needed to help improve their circumstance. There are times when parents may not know how to receive or get the help or know of what types of resources and support that are available for them and to them and the child. Being an advocate in this way will have lasting results and ensuring to continue to stay abreast on current trends and practices in early childhood and education will result in great benefits and rewards. On a personal note, my grand daughter, Khloe has special needs and being able to advocate on her behalf  by taking charge of her health and well being in all aspects brings such satisfaction and joy to my heart. 

DEC CODE OF ETHICS 

Professional and Interpersonal Behavior

#2- We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work. 

I strongly believe that personal integrity and displaying Godly character is such an important part of my life and represents who I am as a person. Being true to my self and setting standards that are ethical, honest, integral and truthful as a  professional speaks volumes of who I am as a person. This plays an important role in establishing trusting relationships with my peers, staff, parents/providers and families and children. Having and displaying these qualities are rewarding and sets a standard and precedence of how people view and interact with me. As a person and professional, I strive to live an ethical and integral life on a daily basis. 

Responsive Family Centered Practices 

#6. We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written, and electronic communication.

As a professional I strongly believe that confidentiality is essential in protecting children and families in both my professional and personal life. Every family and child has a right to privacy and protection as it relates to their own personal situations. When professionals take on the responsibility of doing certain types of work, they make a statement in saying that at all cost it is advantageous to protect the child and/or children. Someone once shared with me a statement saying that "gossip betrays a trust". I strongly believe that statement and that confidentiality is important. At work, this is a topic of discussion that is often discussed with my staff and family child care providers as part of their professionalism and what the expectation is as a person and required of the organization.



References

NAEYC. (2005). Code of ethical conduct and statement of commitment. Retrieved May from
          http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf 

The Division for Early Childhood. (2000). Code of  ethics. Retrieved from
          http://www.dec-sped.org/

(NAEYC, 2005).

 

(DEC, 2000).

Early Childhood Course Resources

Part 1: Position Statements and Influential Practices

• NAEYC.(2009). Developmentally appropriate practice in early childhood programs servicing children from birth through age 8. Retrieved May 26, 2010,from http://www.nayec.org/files/naeyc/file/positions/dap 
• NAEYC. (2009). Where we stand on child abuse and 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/nayec/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.org
• 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_infanttoddler. 
• 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.

Part 2: 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:
• • World Forum Foundationhttp://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
  • World Organization for Early Childhood Educationhttp://www.omep-usnc.org/
    Read about OMEP's mission.
  • Association for Childhood Education Internationalhttp://acei.org/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

 

Part 3: Selected Early Childhood Organizations

• 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/
• Administration for Children and Families Headstart's National Research Conferencehttp://www.acf.hhs.gov/programs/opre/hsrc/
• HighScopehttp://www.highscope.org/
• Children's Defense Fundhttp://www.childrensdefense.org/
• Center for Child Care Workforcehttp://www.ccw.org/
• Council for Exceptional Childrenhttp://www.cec.sped.org/
• Institute for Women's Policy Researchhttp://www.iwpr.org/
• National Center for Research on Early Childhood Educationhttp://www.ncrece.org/wordpress/
• National Child Care Associationhttp://www.nccanet.org/
• National Institute for Early Education Researchhttp://nieer.org/
• Pre[K]Nowhttp://www.pewstates.org/projects/pre-k-now-328067
• Voices for America's Childrenhttp://www.voices.org/
• The Erikson Institutehttp://www.erikson.edu/

Additional Reference List:

• Child Development Institute- http://childdevelopmentinfo.com/category/development/
• Read Tennessee- http://www.readtennessee.org/community/resource_networks.aspx
• Center on the Social and Emotional Foundations for Early Learning-http://csefel.vanderbilt.edu/index.html