Keeping Up With Ethics

Keeping Up With Ethical Codes from DEC and NAEYC

DEC (Division for Early Childhood) CODE OF ETHICS

Meaningful ideals:

I. Professional Practice

      1. "We shall demonstrate in our own behavior and language respect and appreciation for the unique value and human potential of each child" (The Division of Early Childhood, 2000). 

    B. Professional Collaboration

       4. "We shall identify and disclose to the appropriate persons using proper communication channels, errors, or acts of incompetence that compromise children's and families safety and well-being when individual attempts to address concerns are unsuccessful" (The Division of Early Childhood, 2000). 

 

III. Responsive Family Centered Practices

      2. "We shall provide services and supports to children and families in a fair and equitable manner while respecting families' culture, race, language, socioeconomic status, and sexual orientation" (The Division of Early Childhood, 2000).

NAEYC CODE OF ETHICAL CONDUCT

Meaningful ideals:

I. Ethic Responsibilities to Children

    1.3- "To recognize and respect the unique qualities, abilities, and potential of each child" (NAEYC, 2005).

II. Ethics Responsibilities to Family

      2,3- "To welcome all family members and encourage them to participate in the program" (NAEYC, 2005).

 

III. Ethical Responsibilities to Colleagues 

      3A.2- "To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education programs is provided" (NAEYC, 2005). 

LAST THOUGHTS

The DEC code of ethics and NAEYC's code of ethical conduct guide the rights for children and families. It also ensures that teachers and educators make effective decisions in the pursuit to teach children. The DEC and NAEYC strive to create programs that harmonize programs that influence learning and development. Though all ideals and principles that are included in both codes are important and should not be overlooked, I believe the ideals that I have chosen involve having positive interactions, involvements, and communication because these factors embrace the productivity of the field of early childhood. 

FINDING RESOURCES HELPS

THE FIELD OF EARLY CHILDHOOD:COURSE RESOURCES

Laureate Education, Inc. (2010). The resources for early childhood. Baltimore: Author.

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://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://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.

 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

World Forum Foundation (n.d.). Retrieved from http://worldforumfoundation.org/wf/wp/about-us

World Organization for Early Childhood Education (n.d.). Retrieved from http://www.omep-usnc.org/

Association for Childhood Education International (n.d.). Retrieved from http://acei.org/

ADDITIONAL RESOURCES

Quote: Author Unknown (2015, April 22). An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them to make a life. Early Childhood Education Zone. (Sarah, Ed.) Retrieved from http://www.earlychildhoodeducationzone.com/quotes-about-education/

Book: Keyser, J., & Children, N. A. (2006). From Parents to Partners: Building a Family-Centered Early Childhood Program (6th ed.). St. Paul, MN: Redleaf Press.

Journal: Newton, E., & Jenvy, V. (2010, July 26). Play and theory of mind: associations with social competence in young children. Taylor and Francis, 181(6), 761-773. doi:10.1080/03004430.2010.486898

THOUGHTS

It is important to utilize resources in order to grow as an educator. Researching other professionals and digging into the history of early childhood education and studies, as an educator we can use these resources to improve the development of child learning. So, finding the RIGHT resources that best fits you will benefit you and children in the long run.