Monday, October 25, 2010
Social Table
This is a place where you can post a note. I am looking forward to read your expressions.
Friday, October 22, 2010
Examining Codes of Ethics
I selected several codes of ethics from: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved October 18, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
I feel that as an early childhood professional, it is imperative to stay abreast of my study and the social trend to provide the support that children and families need.
I-1.3 "To recognize and respect the unique qualities, abilities, and potential of each child."
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 personally agree with I-1.3 and I-1.8. I always believe in each child deserves all the opportunities to grow and learn regardless what assessments results are or disability that the child has. In past years, I worked with students who learned from adults that they cannot achieve anything beyond their limitations. I often taught students that if they truly want to accomplish something, they can with the willingness to ask for help when needed. No child deserve to be handed down without a glance.
P-1.2 "We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child's culture, language, ethnicity, and family structure."
I recognize the lights in children when education professionals and I care for and educate children in positive environments that support their learning and background. It shows that they are fully accepted for who they are. These children will grow up with knowledge that there are people care about them.
I also selected several codes of ethics from: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved October 18, 2010, from
http://www.dec-sped.org/
I. Professional Practice
6. "We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning."
Building relationships with individual children is absolutely important to the children based on my personal experience. From experience, I learned that children often want to feel belonging to someone even if it is a teacher. Sometime relationships will last longer even when children are not in this person's care anymore, but the impress that adult leaves will stay with children for life. Building relationships with families is challenging, but rewarding. Once relationship is established, the tense ceases and relationship bloom to the freedom of open discussion to determine what can be improved with families and children. When there is a positive relationship between early childhood professionals and children, young children will experience positive development and learning.
III. Responsive Family Centered Practice
4. "We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives."
I. Professional Practice
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.
Advocating for equal access to high quality services and supports is very important to me, because I want to see that families and children are acquiring the best education, services, and advocacy regardless what their socio-economics or disabilities are. No one deserves to be degrading or being inferior. Being an advocate sometimes mean fighting for the accessibility along with the families and the children. It may be terrifying, but a sweet rewarding when children and families are receiving what they need to success.
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
I-1.1 "To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training."
I-1.3 "To recognize and respect the unique qualities, abilities, and potential of each child."
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 personally agree with I-1.3 and I-1.8. I always believe in each child deserves all the opportunities to grow and learn regardless what assessments results are or disability that the child has. In past years, I worked with students who learned from adults that they cannot achieve anything beyond their limitations. I often taught students that if they truly want to accomplish something, they can with the willingness to ask for help when needed. No child deserve to be handed down without a glance.
P-1.2 "We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child's culture, language, ethnicity, and family structure."
I recognize the lights in children when education professionals and I care for and educate children in positive environments that support their learning and background. It shows that they are fully accepted for who they are. These children will grow up with knowledge that there are people care about them.
I also selected several codes of ethics from: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved October 18, 2010, from
http://www.dec-sped.org/
I. Professional Practice
6. "We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning."
Building relationships with individual children is absolutely important to the children based on my personal experience. From experience, I learned that children often want to feel belonging to someone even if it is a teacher. Sometime relationships will last longer even when children are not in this person's care anymore, but the impress that adult leaves will stay with children for life. Building relationships with families is challenging, but rewarding. Once relationship is established, the tense ceases and relationship bloom to the freedom of open discussion to determine what can be improved with families and children. When there is a positive relationship between early childhood professionals and children, young children will experience positive development and learning.
III. Responsive Family Centered Practice
4. "We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives."
I. Professional Practice
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.
Advocating for equal access to high quality services and supports is very important to me, because I want to see that families and children are acquiring the best education, services, and advocacy regardless what their socio-economics or disabilities are. No one deserves to be degrading or being inferior. Being an advocate sometimes mean fighting for the accessibility along with the families and the children. It may be terrifying, but a sweet rewarding when children and families are receiving what they need to success.
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