NAEYC Code of Ethics
Section 1 – Ethical Responsibilities to Children
Our paramount responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child.
Contrary to what many people think about early childhood education that it is a simple job that only entails babysitting, I continue to clarify this misconception especially in my immediate community. Through research, I have collated documents that serve as a guide for our staff. The materials guide them in different situations. For example, when they supervise children in the playground, lunchroom, hallways, classrooms; acquire resources for children, and interact with children thereby ensuring physical and emotional safety in their environment. In order to maintain nurturing and responsive attitudes in the early childhood setting at our school, I ensure that all early childhood staff understands the nature and culture of each child and his/her family. The clarity in guidelines and procedures provide intentional, respectful, and caring interactions.
Section 2 – Ethical Responsibilities to Families
Because the family and the early childhood practitioner have a common interest in the child’s well-being, we acknowledge a primary responsibility to bring about communication, cooperation, and collaboration between the home and early childhood program in ways that enhance the child’s development.
Through creative means, I continue to build two-way communication between families and school. Through newsletters, blogs, and regular meetings, parents are updated with the developments in our center. Invitations to participate in the planning of some activities, to provide feedback with regard to the quality of care that we offer and to engage in activities with the children empower parents as collaborative partners in the education of their children. Moreover, through honest communication, families feel that their children are safe in our early childhood center.
Because of our specialized expertise in early childhood development and education and because the larger society shares responsibility for the welfare and protection of young children, we acknowledge a collective obligation to advocate for the best interests of children in early childhood programs and in the larger community and to serve as a voice for young children everywhere.
It is my desire to continue to expand my network in the early childhood setting. The interconnections enable me to be updated on the global issues. In addition, I can gather information that relate to the welfare and protection of the children and to participate in discussions where I can share and acquire knowledge that would be beneficial for the education of young children. The interests of the young children are pushed forward especially when action is necessary by bringing awareness to the larger community.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment.
Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
DEC Code of Ethics
II Professional Development and Preparation
Professionals acquire the knowledge, skills, and dispositions to work with a variety of young children with disabilities, development, and learning, and enhancing family quality of life.
As an early childhood advocate, it is imperative to serve the different needs of the children. In an inclusive learning community, I must continue to make sure that the skills I have acquired and will acquire will benefit the diverse needs of the challenged children. In addition to skills, I must exhibit the mental and emotional maturity to be responsive to the intricate demands of this work.
The Division for Early Childhood. (2000, August). Code of ethics.
Retrieved from http://www.dec-sped.org/
Part 1: 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, andprogram 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.
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, fromhttp://www.unicef.org/crc/files/Rights_overview.pdf
- World Forum Foundation
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 Education
Read about OMEP’s mission.
- Association for Childhood Education International
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
- World Forum Foundation
Part 3: Selected Early Childhood Organizations
- National Association for the Education of Young Children
- The Division for Early Childhood
- Zero to Three: National Center for Infants, Toddlers, and Families
- Harvard Education Letter
- FPG Child Development Institute
- Administration for Children and Families Headstart’s National Research Conference
- Children’s Defense Fund
- Center for Child Care Workforce
- Council for Exceptional Children
- Institute for Women’s Policy Research
- National Center for Research on Early Childhood Education
- National Child Care Association
- National Institute for Early Education Research
- Voices for America’s Children
- The Erikson Institute
Part 4: Selected Professional Journals Available in the Walden Library
- YC Young Children
- 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
Laureate Education, Inc. Retrieved from: https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_6529837_1&content_id=_23065344_1