NAEYC Code of Ethical Conduct

As an early childhood professional I follow the NAEYC Code of Ethical Conduct.  Following these core values,  ideals, and principles are a large part of my commitment to young children and their families.  For this post I have selected the 3 ideals that are the most meaningful to me.  I would love to learn about your favorites!

Ethical Responsiblities to Children

I-1.2---To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

This ideal is extremely important to me as the owner and director of an early childhood center.  I have 112 children at my center that are directly affected by the programs that I offer.  They deserve the best early childhood education available and it is my responsibility to learn about and design programs that offer them the most opportunities for success, both now and in the future. 


Ethical Responsibilities to Families

I-2.2---To develop relationships of mutual trust and create partnerships with the families we serve.

In my center we serve 112 children and 89 families.  Each family chooses to entrust us with their precious children.  When they say goodbye to their child each morning I want them to leave with a sense of trust and know that their child is getting the best education and care possible.  In order for us to forge a bond with the family they must trust that we have their child's best interests at heart and that we will always treat them with love, respect, and dignity.  In order to truly serve a child and their family mutual trust and a working partnership is of the utmost importance.



Ethical Responsibilities to Colleagues

I.3A.3---To support co-workers in meeting their professional needs and in their professional development.

Research has shown that the quality of early childhood programs is directly tied to the education and experience of the classroom teachers.  It is my goal, as an early childhood professional and the director and owner of an early childhood center, to encourage all of the teachers at our center to further their education. My center requires that all lead teachers must hold or be working towards their B-K degree and all assistant teachers and support staff must hold or be working towards their associate's degree in early childhood.  In addition, we participate in the NC T.E.A.C.H program which helps teachers pay for their education.  Our commitment to the T.E.A.C.H program is that we pay 10% of the teachers' tuition and books and also offer a small bonus or raise at the completion of each year of classes.  I feel that in order to ensure that we are offering a quality program we must have highly educated teachers and that if we want highly educated teachers we must make supporting their education a top priority.

Early Childhood Resources

I am sharing an AWESOME list of resources for early childhood professionals.  These are wonderful for classroom staff as well as administrators.  I am so excited that all of these resources were shared with me as part of my Walden education.  The last 3 resources are ones that I use almost daily in my role as a child care center director.  Please feel free to share some of your favorite resources!

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, 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/

Note: The following article can be found in the Walden University Library databases.
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.
Use the Academic Search Complete database, and search using the article's title.

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
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
http://www.omep-usnc.org/
Read about OMEP's mission.

Association for Childhood Education International
http://acei.org/
Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

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/
 
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

Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to "How Do I...?", select "Tips for Specific Formats and Resources," and then "e-journals" to find this search interface.)

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 Favorite Picks

http://www.southernearlychildood.org/

www.earlychildhoodnews.net/

www.ncchildcare.dhhs.state.nc.us/general/home.asp/