The DEC ideals were new to me and I was not familiar with them until I read the article. The three I have chosen are:
Professional and Interpersonal Behavior
3. We shall strive for the highest level of personal and professional competence by seeking and
using new evidence based information to improve our practices while also responding openly to
the suggestions of others.---This is important to me because teachers should be life-long learners. As an educator, I feel your learning is never finished. In order to stay on top of current research and different teaching methods that are out there, educators should always be seeking new knowledge through training, continuing education classes and collaborating with other professionals.
Professional Development and Preparation
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.----I don’t feel like I do enough reflective inquiry and this is a great way to look at your strengths and improve on your weaknesses. I also feel I need to learn more about services in my area available to young children with disabilities.
Enhancement of Children’s and Families Qualities of Lives
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.---All families are different and it is important to understand this to best serve our children. Some things that are common knowledge to me as an educator may be unknown to some families based on their experiences and it is important to respect the differences in family structures.
Saturday, December 17, 2011
NAEYC IDEALS
The NAEYC Core values were familiar to me because we are required to read through and sign the core values every year at work. We are only given the Core Values though and not the ideals along with them, so it was interesting to read through them. The three NAEYC ideals I choose were:
Ethical Responsibilities to Children-I-1.5
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions.------All quality childcare programs should include the four main components of a child's development. When I worked in the classroom, I tried to plan activities that covered each of these developmental areas daily. I also like how the ideal states, "respect their dignity." Even though I'm working with children ages 6 weeks- 5 years, they are still people too and their ideas and feelings should be respected.
Ethical Responsibilities to Families: I-2.2—To develop relationships of mutual trust and
create partnerships with the families we serve.
Developing positive relationships with parents is a key part of being an early childhood educator because it allows you to get to know the children you are interacting with and create a link between their home and school life. A teacher is an important part of a child's early life and providing consistency between home and school helps the child flourish in both environments.
Ethical Responsibilities to Co-workers-I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and
cooperation with co-workers.---This is important to me because I feel the environment I work in now could use more collaboration and cooperation amongst co-workers. Collaboration with your fellow co-workers is a great tool to continue learning new things and gaining new ideas. If your work environment lacks respect and trust among co-workers, the overall moral is lowered, which affects everyone, including the children.
Reference: Article: 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
Ethical Responsibilities to Children-I-1.5
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions.------All quality childcare programs should include the four main components of a child's development. When I worked in the classroom, I tried to plan activities that covered each of these developmental areas daily. I also like how the ideal states, "respect their dignity." Even though I'm working with children ages 6 weeks- 5 years, they are still people too and their ideas and feelings should be respected.
Ethical Responsibilities to Families: I-2.2—To develop relationships of mutual trust and
create partnerships with the families we serve.
Developing positive relationships with parents is a key part of being an early childhood educator because it allows you to get to know the children you are interacting with and create a link between their home and school life. A teacher is an important part of a child's early life and providing consistency between home and school helps the child flourish in both environments.
Ethical Responsibilities to Co-workers-I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and
cooperation with co-workers.---This is important to me because I feel the environment I work in now could use more collaboration and cooperation amongst co-workers. Collaboration with your fellow co-workers is a great tool to continue learning new things and gaining new ideas. If your work environment lacks respect and trust among co-workers, the overall moral is lowered, which affects everyone, including the children.
Reference: Article: 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
Wednesday, December 14, 2011
Thank you to all my classmates!
This blog has been a true learning experience. Before this class, I had no experience with blogging and never really followed any blogs regularly. I'm now finding myself looking at resources or materials and thinking, "Hmmm, I could post this to my blog." I have enjoyed sharing my thoughts with all of you and I have enjoyed all of the positive feedback. When I get more time in the near future, I'll work to update my blog, so it looks as awesome as all of my classmates, with fun pictures and backgrounds. I'm still learning about all of that. Again, thanks for the feedback and good luck to everyone with their future classes and careers.
Holidays: Time of Joy (and stress!)
I just wanted to share the most recent articles I received from Bright Horizons Family. These are sent to my email and are short, yet informative reads. I thought this was perfect for this time of year.
Subject: Holidays: Time of Joy (and Stress)
e-family news | Bright Horizons Family
SolutionsR<http://www.brighthorizons.com/resources/images/efam/header.gif>
Holidays: Time of Joy (and Stress!)
Holiday meltdowns often happen because of the sheer weight of good times and
good things. Add all the very real complications of family life and the
challenges that shadow many of our lives, and holidays can become times to
remember for the wrong reasons.
Here are some low key "shoulds":
* Try to maintain the basic routines of young children.
* Try to set realistic expectations and help children understand what
is expected of them.
* Avoid too many surprises or sudden spontaneous changes in plans.
* Try to turn off the television, get some exercise, get a little more
sleep and try to eat some healthy meals and snacks.
* Find time to laugh together.
There can be a danger in even offering the above helpful tips and advice,
even after including "try to" over and over. If taken too seriously, the
advice becomes just another item on the holiday to-do list and another set
of expectations to live up to.
Sometimes, all the "shoulds" will fall apart, making it impossible to avoid
the effects of holiday stress. It may help to realize that there are no
perfect families that completely avoid snippy exchanges, pouting, moments of
self righteousness or indignation, and the sad feelings that can sometimes
overpower the happy holiday memories. After all, we are talking about
family!
The best remedy: relax, talk to each other, share expectations and feelings,
and use common sense. It also helps to capture the moments of joy, disaster,
or silliness in pictures and family stories.
More on this
topic<http://www.brighthorizons.com/resources/images/efam/email/more-on-this
-topic.gif>
> NewsForParents.org offers Ten Tips for Reducing Holiday Stress
> <blockedhttp://www.newsforparents.org/expert_ten_tips_reducing_holiday
> _stress.html>
> Cooking Mom realizes that holiday stress affects children
<blockedhttp://blogs.brighthorizons.com/momtomom/2010/12/dear-santa-please-w
ork-your-holiday-magic/> too when her daughter utters the heartbreaking
words - "I hate myself"
> News Mom offers ideas from her sisters that make holiday shopping
> simple
> <blockedhttp://blogs.brighthorizons.com/momtomom/2010/12/holiday-shopp
> ing-made-simple/>
> Our Online Community members discuss holiday challenges such as how to
> handle the advertising overload
> <blockedhttp://community.brighthorizons.com/t5/Toddler/How-to-handle-t
> he-holiday-advertising-overload/m-p/2582> and how to split time with
> family
> <blockedhttp://community.brighthorizons.com/t5/Family-Fun-Activities/S
> plitting-time-with-family-over-the-holidays/m-p/2465#M137> when
> celebrating this season
Share with us at Mom to Mom Blog
<blockedhttp://blogs.brighthorizons.com/momtomom/>
Find us on Facebook <blockedhttp://www.facebook.com/brighthorizons> Find us
on Twitter <blockedhttp://www.twitter.com/brighthorizons>
Subject: Holidays: Time of Joy (and Stress)
e-family news | Bright Horizons Family
SolutionsR<http://www.brighthorizons.com/resources/images/efam/header.gif>
Holidays: Time of Joy (and Stress!)
Holiday meltdowns often happen because of the sheer weight of good times and
good things. Add all the very real complications of family life and the
challenges that shadow many of our lives, and holidays can become times to
remember for the wrong reasons.
Here are some low key "shoulds":
* Try to maintain the basic routines of young children.
* Try to set realistic expectations and help children understand what
is expected of them.
* Avoid too many surprises or sudden spontaneous changes in plans.
* Try to turn off the television, get some exercise, get a little more
sleep and try to eat some healthy meals and snacks.
* Find time to laugh together.
There can be a danger in even offering the above helpful tips and advice,
even after including "try to" over and over. If taken too seriously, the
advice becomes just another item on the holiday to-do list and another set
of expectations to live up to.
Sometimes, all the "shoulds" will fall apart, making it impossible to avoid
the effects of holiday stress. It may help to realize that there are no
perfect families that completely avoid snippy exchanges, pouting, moments of
self righteousness or indignation, and the sad feelings that can sometimes
overpower the happy holiday memories. After all, we are talking about
family!
The best remedy: relax, talk to each other, share expectations and feelings,
and use common sense. It also helps to capture the moments of joy, disaster,
or silliness in pictures and family stories.
topic<http://www.brighthorizons.com/resources/images/efam/email/more-on-this
-topic.gif>
> NewsForParents.org offers Ten Tips for Reducing Holiday Stress
> <blockedhttp://www.newsforparents.org/expert_ten_tips_reducing_holiday
> _stress.html>
> Cooking Mom realizes that holiday stress affects children
<blockedhttp://blogs.brighthorizons.com/momtomom/2010/12/dear-santa-please-w
ork-your-holiday-magic/> too when her daughter utters the heartbreaking
words - "I hate myself"
> News Mom offers ideas from her sisters that make holiday shopping
> simple
> <blockedhttp://blogs.brighthorizons.com/momtomom/2010/12/holiday-shopp
> ing-made-simple/>
> Our Online Community members discuss holiday challenges such as how to
> handle the advertising overload
> <blockedhttp://community.brighthorizons.com/t5/Toddler/How-to-handle-t
> he-holiday-advertising-overload/m-p/2582> and how to split time with
> family
> <blockedhttp://community.brighthorizons.com/t5/Family-Fun-Activities/S
> plitting-time-with-family-over-the-holidays/m-p/2465#M137> when
> celebrating this season
Share with us at Mom to Mom Blog
<blockedhttp://blogs.brighthorizons.com/momtomom/>
Find us on Facebook <blockedhttp://www.facebook.com/brighthorizons> Find us
on Twitter <blockedhttp://www.twitter.com/brighthorizons>
Monday, December 12, 2011
All course resources from Foundations: Early Childhood Studies
Multimedia Program:
This interactive presentation illustrates the reciprocal connections among students, their colleagues, and Walden University.
Video: “Blogs in Plain English”: http://www.commoncraft.com/blogs
This is a short introduction to blogs.
Article: Elearners.com (n.d.). How to be a successful online student. Retrieved May 26, 2010 from http://www.elearners.com/guide/how-to-be-a-successful-online-student.pdf
Optional Resources
Multimedia: National Public Radio. (2008, February 8). Six-Word memoirs: Life stories distilled [Article and podcast]. Retrieved May 27, 2010, from http://www.npr.org/templates/story/story.php?storyId=18768430
Web Article: Widdicombe, L. (2008, February 25). Say it all in six words. The New Yorker. Retrieved May 27, 2010, from http://www.newyorker.com/talk/2008/02/25/080225ta_talk_widdicombe
Tom Beech, President and CEO, Fetzer Institute, Kalamazoo, Michigan, discusses the value of reflection and self-examination. Retrieved May 26, 2010, from http://www.youtube.com/watch?v=I_g38WZZgGA
Walden Websites:
Walden University and College of Education Vision and Mission Statements:
http://www.waldenu.edu/About-Us/33598.htm
Video Program: “The Passion for Early Childhood”
Five early childhood professionals share passion, motivation, and commitment to the early childhood field.
Multimedia Program: “Interconnections, Part 2”
This program features a new set of interconnections, “Course(s)/Program.” Pay particular attention to the descriptions of all of the courses in the Master of Science in Early Childhood Studies program.
Article: Hagel, J. (2009, November). Pursuing passion. Message posted to http://edgeperspectives.typepad.com/edge_perspectives/2009/11/pursuing-passion.html
Article: Rosengren, C. (2010, February 4). Does having passion for your work even matter? U.S. News & World Report. Retrieved May 27, 2010, from http://money.usnews.com/money/blogs/outside-voices-careers/2010/02/04/does-passion-for-work-even-matter
This interactive multimedia presentation demonstrates how the life of one child, Mahaley, is embedded in the context of those who care about her.
Please note: The segment featuring Mahaley’s grandfather, Mr. Yutaka Yufuku, includes subtitles. Mr. Yufuku’s native language is Japanese.
Article: National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships (Working Paper No. 1). Center on the Developing Child, Harvard University. Retrieved from http://developingchild.harvard.edu/library/reports_and_working_papers/working_papers/wp1/
Book Excerpt: Keenan, T., & Evans, S. (2009). Theories of development. In An introduction to child development (pp. 35–43). Thousand Oaks, CA: Sage.
Note: The following articles can be accessed using the Walden University Library databases.
Use the ProQuest database, and search using the document title.
Article: Woodhead, M. (2005). Early childhood development: A question of rights. International Journal of Early Childhood, 37(3), 79–98.
Use the Education Research Complete database, and search using the document title.
Multimedia Program:
This interactive presentation reviews the history, goals, major accomplishments, and some important contributors to the five sectors of the early childhood field.
In preparation for this week’s Discussion: Choose two major contributors from different sectors of the early childhood field about whom you would like to learn more. Conduct research about their lives, accomplishments, motivation, the context in which they work or worked, and other aspects that interest you by reading at least one scholarly article (for each individual), either from the Walden Library or from the Internet.
Plagiarism:
http://writingcenter.waldenu.edu/63.htm
http://scholar.google.com/
Infomine: Scholarly Internet Resource Collections:
http://infomine.ucr.edu/
Article: National Scientific Council on the Developing Child. (2004, Winter). Children's emotional development is built into the architecture of their brains (Working Paper No. 2). Waltham, MA: Author. Available from Center on the Developing Child, Harvard University website
http://developingchild.harvard.edu/index.php/library/reports_and_working_papers/working_papers/wp2/
Article: Shonkoff, J. P. (2006, November). A promising opportunity for developmental and behavioral pediatrics at the interface of neuroscience, psychology, and social policy: Remarks on receiving the 2005 C. Anderson Aldrich Award. Pediatrics, 118(5). 2187–2191. doi:10.1542/peds.2006-1728. Retrieved May 26, 2010, from http://pediatrics.aappublications.org/content/118/5/2187.full.pdf+html
Article: The World Bank. (2010). Early childhood development. Retrieved May 26, 2010, from
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTCY/0,,contentMDK:20246241~menu
PK:4697089~pagePK:210058~piPK:210062~theSitePK:396445,00.html
Article: Bang, Y.. (2009). Helping All Families Participate in School Life. YC Young Children, 64(6), 97-99. Retrieved April 5, 2011, from ProQuest Education Journals. (Document ID: 1908826341).
Web Article: The National Institute for Play. (2009). Play Science—The Patterns of Play. Carmel Valley, CA: Author. Retrieved May 26, 2010, from http://www.nifplay.org/states_play.html
Walden Resources:
Ask a Writing Tutor
writingsupport@waldenu.edu
ESL Resources
http://writingcenter.waldenu.edu/Grammar-and-ELL.htm
Optional Resources
Podcast: Spiegel, A. (2008, February 21). Old-fashioned play builds serious skills. NPR Morning Edition. Retrieved June 2, 2010, from http://www.npr.org/templates/story/story.php?storyId=19212514
Web Article: Alliance for Childhood. (n.d.). Play resource list. College Park, MD: Author. Retrieved June 2, 2010, from http://www.allianceforchildhood.org/play_resources
Video Program: “Professionalism, Advocacy, and Leadership in Early Childhood”
Five early childhood professionals share their views on what professionalism, advocacy, and leadership mean for the field of early childhood.
Article: Rigby, E., & Neuman, M. (2005, January). Making a difference: Leadership in early care and education policy. Beyond the Journal: Young Children on the Web. Retrieved May 26, 2010, from http://www.naeyc.org/files/yc/file/200501/Rigby.pdf
Article: Scott, D. M. (2005, January). Early childhood leaders on leadership. Beyond the Journal: Young Children on the Web. Retrieved May 26, 2010, from http://www.naeyc.org/files/yc/file/200501/Scott.pdf
Excerpt: NAEYC. (2004). NAEYC advocacy toolkit. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/policy/toolkit.pdf
Article: 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
Article: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
http://www.dec-sped.org/
Multimedia Program: “Interconnections, Part 3”
This interactive presentation features a new set of interconnections, the "EC Field," related to the field of early childhood.
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