The Code of Ethics of the Division for Early Childhood (DEC)

Professional and Interpersonal Behavior

1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.

2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.

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.

4. We shall serve as advocates for children with disabilities and their families and for the

professionals who serve them by supporting both policy and programmatic decisions that

enhance the quality of their lives.

This one is important to me because even though I feel it is important to have good partnership with the families I feel like professionalism is a key element. If its not establish all of your accomplishments will be destroyed. It is possible to be close the family and still be professional.

NAEYC Code of Ethical Conduct

Ethical Responsibilities to Community and Society

Our responsibilities to the community are to provide programs that meet the diverse needs of families. To cooperate with agencies and professions that share the

responsibility for children, to assist families in gaining access to those agencies and allied professionals, and to assist in the development of community programs that are needed but not currently available

4.1—To provide the community with high-quality yearly childhood care and education programs and services.

This ethical code is important to me because I feel that the quality of the education is going to be very important when parents are deciding on a early childhood education program. If I don't provide quality service I want have any students.

NAEYC Code of Ethical Conduct

Ethical Responsibilities to Families

Families are of primary importance in children’s

development. 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.

Ideals

I-2.1—To be familiar with the knowledge base related to

working effectively with families and to stay informed

through continuing education and training.

I-2.2—To develop relationships of mutual trust and

create partnerships with the families we serve.

I-2.3—To welcome all family members and encourage

them to participate in the program.

I choose this ethical code because I feel that it is necessary. As I worked to establish childrens early childhood foundation it is going to be important to have a good foundation with their families. Sometime to save the child you have to save the whole family.

Personal Resources

Early Childhood & Literacy

http://www2.ed.gov/inits/americareads/educators_early.html


Early Childhood

http://www.earlychildhood.com/

Early Childhood Resources

http://www.earlychildhoodresources.com/

Early Childhood Reference from Resources

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved April 1,2011, from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4955232/educ6005_readings/naeyc_dap_position_statement.pdf
  
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved April 1, 2011, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
  
• NAEYC. (2009). Where we stand on school readiness. Retrieved April 1, 2011, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
  
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved Aptil 1, 2011, 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 April 1,  2011, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
  
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved April 1, 2011, 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 April 1,2011, from http://www.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 April 1,2011 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. 

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 April 1, 2011, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
  • World Forum Foundation
    http://www.worldforumfoundation.org/wf/about.php
    This link connects you to the mission statement of this organization. Make sure to watch the video 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/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.