Examining Codes of Ethics

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.

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.

II. PROFESSIONAL DEVELOPMENT AND PREPARATION is critical to providing the most effective services for young children with disabilities and their families. Professional development is viewed and valued as an ongoing process guided by high standards and competencies for professional performance and practice.

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. Finally, professionals continually should seek and interpret evidence based information for planning and implementing individually appropriate learning environments linked to ongoing assessment and collaboration with parents and professional team members.

1. We shall engage in ongoing and systematic reflective inquiry and self-assessment for the

purpose of continuous improvement of professional performance and services to young children

with disabilities and their families.

2. We shall continually be aware of issues challenging the field of early childhood special education

and advocate for changes in laws, regulations, and policies leading to improved outcomes and

services for young children with disabilities and their families.

3. We shall be responsible for maintaining the appropriate national, state, or other credential or

licensure requirements for the services we provide while maintaining our competence in practice

and research by ongoing participation in professional development and education activities.

4. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.

These three were most meaningful to me because I feel that all children should have an equal chance to learn and play without being judged.  Children with and without disabilities should be treated fairly all the time. My daughter has a disability which has caused me to be an advocate for families with children with disabilities.  I have assisted families with getting help for their children to insure that they receive the assistance that they deserve.

Course Resource

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://sylvan.live.ecollege.com/ec/courses/74759/CRS-CW-6136827/educ6005_readings/naeyc_dap_position_statement.pdf

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://www.fpg.unc.edu/~snapshots/snap33.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.

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 Foundation
  http://worldforumfoundation.org/wf/wp/about-us
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
  Read about OMEP’s mission. 
• Association for Childhood Education International
  http://acei.org/about/

          
Selected Early Childhood Organizations

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

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   

  My 3 Additional Resources

• ·         Association for the Education of Young Children           
                    www.chicagometroaeyc.org
  
  
  ·         Child Care Magazines
             http://www.childcaremagazine.us/
  
  
  ·         Child Care Professional
                                   www.actforchildren.org

Quotes of Passion

"I had a built in passion that it was important to make a real contribution to the world and to fix all of the injustices that exist in the world.  The passion to make sure that all children were taught in environments and ways that truly nurtured their ability to grow and develop to their fullest ability." Louise Derman-Sparks

Words of Inspiration and Motivation

They can because they think they can.
Virgil

Personal Childhood Web

Personal Childhood Web

This is a dedication to my web of love ones

I had many people who nurtured and cared for me as a child, five of them were my grandmother, great-grandmother, my aunt Craig, my sister Naomi, and my gym teacher Ms. Howard.

My mother/grandmother, Mrs. Inez E. King, was my rock and my best friend. She took in all five of her grandchildren into her home after our mother was killed in a car crashed. She taught me to "Do unto others as you would have them to do you." Something I didn’t understand then as a child, but I try my best to live by that phrase now.

My great-grandmother was a great lady as well. I lived with her in Mound Bayou Mississippi for six years after the death of my birth mother. She asked for me to come live with her so she could help my grandmother out with the five of us.

My aunt Craig was my very own fashion stylist. She was the one who made sure I was warm in the winter and styling in the summer.

 My sister Naomi was the one I wanted to be just like. She was in the army and had it going on. I lived with her in Hopewell Virginia after seventh grade to finish grammar school. She also helped my grandmother raise me to be the woman I am today.

 Last but not least was my high school gym teacher, Ms. Howard. Ms. Howard talked to the girls in her gym class like she was our mother. She told us what our parents couldn’t tell us about the birds and the bees. All of these people are a major impact in my present life because they were my village that helped raise me and I want to spread the love that I received to another child.

Children are a bright light into our future. Let's let our light shine.

"Children are a bright light into our future. Let's let our light shine." ~Tara Walls 

My passion for the early childhood field derives from watching children walk to or from home or school without proper supervision. I understand that in these times parents have limited resources/choices. I wanted to make a way to provide professional, quality, and affordable services for parents.

My Life As A Child Care Provider

Our kids are our future