Three Meaningful Standards of Excellence from DEC

• Before we can support a child in overcoming his/her challeges, each early childhood educator needs to make a commitment to building on each child's strengths and learning styles. "We shall use individually appropriate assessment strategies including multiple sources of information such as observations, interviews with significant caregivers, formal and informal assessments to determine children’s learning styles, strengths, and challenges."
• Children with special needs can be our most vulnerable population, keeping up on research and best practice is needed to support children and families. "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."
• When families are thriving they are able to be educational advocates for their children.  As a professional in the field of early childhood education I am commited to building trusting relationships with all children and families I work with.  "We shall recognize and respect the dignity, diversity, and autonomy of the families and children we serve."

Reference: http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Code%20of%20Ethics_updated_Aug2009.pdf

Three Meaningful Standards of Excellence from NAEYC

• With an increase in social issues such as homelessness, domestic violence, higher numbers of challenging behavior and diverse family situations it is vital that professionals in the field understand the individual needs of each child to support their success at home and in school.  "To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful."
• Because of this ideal, I have witnessed families achieve personal goals such as working towards a college degree or moving into a home after being homeless, "To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services."
• With so many struggles for Head Start staff to meet the teacher qualifications outlined in the Head Start Act, this ideal means so much for the future of some long term teachers who have been working for years with the minimal teacher qualifications of a Child Development Associate.  "To support co-workers in meeting their professional needs and in their professional development."

Reference:  http://www.naeyc.org/ecp/resources/ethics 

Collection of Resources for Early Childhood Educators

"The greatest genius will never be worth much if he pretends to draw exclusively from his own resources."  Johann von Goethe

Resources from my Early Childhood Studies Class

Position Statements and Influential Practices

Resources from the National Association for the Education of Young Children (NAEYC)

• Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8.  http://www.naeyc.org/files/naeyc/file/positions/dap
• Where We Stand on Child Abuse Prevention.  http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• Where We Stand on Responding to Linguistic and Cultural Diversity.  http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• Early Childhood Inclusion:  A Summary.  http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf

Resource from Zero to Three:  National Center for Infants, Toddlers and Families.

• Infant-Toddler Policy Agenda.  http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller

Resource from UNC FPG Child Development Institute

• Evidence-based Practice Empowers Early Childhood Professionals and Families.  http://www.fpg.unc.edu/~snapshots/snap33.pdf

Resource from the Council for Exceptional Children

• If you are a member of the Council for Exceptional Children, you can download the Knowledge-to-Action Guides: Preparing to Be Partners in Making Educational Decisions, a wonderful article to support your families in becoming education advocates.  http://www.cec.sped.org/scriptcontent/orders/ProductDetail.cfm?section=cec_store&pc=JTEC42_3_5

Global Support for Children's Rights and Well-Being

• Fact Sheet:  A Summary of the Rights Under the Convention of the Rights of the Child.  http://www.unicef.org/crc/files/Rights_overview.pdf

Websites

• World Forum Foundation - http://www.worldforumfoundation.org/wf/about.php
• World Organization for Early Childhood Education - http://www.omep-usnc.org/
• Association for Childhood Education International - http://acei.org/about

Additional Resources I Use Often

• Early Childhood Learning and Knowledge Center - http://eclkc.ohs.acf.hhs.gov/hslc
• NAEYC Publication - Extending the Dance in Infant and Toddler Caregiving by Helen H. Raikes and Carolyn Pope Edwards
• NAEYC Publication - Anti-Bia Education for Young Children and Ourselves by Louise Derman-Sparks and Julie Olsen Edwards
• Center on the Social and Emotional Foundations for Early Learning (CSEFEL) - http://csefel.vanderbilt.edu/
• National PTA Document:  A How-To Guide on Father Involvement - http://www.pta.org/Father_Involvement_How_To_Guide.pdf