Thank you for everyone who shared your ideas and commented on my postings. I learned many new things from doing the blog. I liked reading your postings every week to sharpen my thoughts. I would like to address my thanks to two people here.
Lois Wachtel
Hi Lois, I would like to say thanks to you here.
I liked your shining ideas that you shared in your blog. Every time I go there, I learn something new. I liked the design that you did for your blog, as I can tell you are passionate about our study and you are a good kindergarten teacher at creating the nice environment for children. I should say by reading your postings in your blog and your discussion I benefit a lot. Your opinion is really sharp and accurate. Once I read your writing I can summarize something else that I did not realize before. You always comment on my posting which makes me feel valued. I like your insight at looking at the issues that I am posting. You are very calm and confident. I feel like whenever I have a question, you will be the person that I can count on to help me out. I am so happy to be with you studying together in the same program. Thank you for your wonderful contributes!
Stephanie Clift
Hi Stephanie, I would like to say thank you for your support at my blog and the smart ideas that you posted in your blog too. I like your blog as I like how neat and sweet your blog is. We are sharing the same experience in our life and study too. I am learning my master degree as while working full time as well. I know how hard it can be. I have seen you doing the course work always ahead of the time which impresses me and encourages me to do the same as you do. I do not want to give up my study using work as an excuse. Reading and commenting on your blog postings make me feel how good you are at your time management which I need to improve at. I liked your own childhood web, and I am happy to see that you like Dr. Seuss. I hope we can help each other in the upcoming course as we do for this one. Thank you for your wonderful thoughts and postings!
Saturday, December 17, 2011
Friday, December 16, 2011
The Code of Ethics
1: We shall honor and respect the diverse backgrounds of our colleagues, including such diverse characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.
That is meaningful for me as I am in the environment of the diversity. I know the importance of understanding the differences between each other, and values their culture and belief will build a healthy relationship with the colleagues. Team work comes from the basic understanding and trust among the team members. We are here to study together, so we are the community members, which means we are supposed to be team players. At work, I have to consider the diversity of backgrounds even more carefully. It helps me improve my teaching better, and it inspires me of creating more interesting ideas in my work too.
2: We shall continually be aware of issues challenging the field of early childhood special education and advocate for changes in laws, regulations, and policies leading to improved outcomes and services for young children with disabilities and their families.
That code touches my heart, as I always have special need children in my class and I can tell the desperation in parents' eyes. I know parents would like to hear the professional advise from the teachers, and they would like to help teachers at school as well. Therefore, as a a teacher, we should care about those special needs children too, as they have the equal rights to be educated and accepted. Although the special needs children will have various causes or actions, we need to keep ourselves updated with the research of the special education. We do not want to give up any child or disappoint parents. I am really feel sorry for the parents who struggle with the special need children at home, and I would do whatever I can to help them. At the same time, I can tell the joy and hope in parents eyes when my suggestion works with their kids, which make me happy and satisfied too. Therefore, this code is significant for me to be a caring teacher for every child I know.
3: We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in manful ways in the assessment and intervention processes.
I liked that code, as I should say that is what I am practicing and what I need to improve in the future too. We are practicing it, as school want to let parents know that we really values all cultures and backgrounds, and we try to be more open-minded in the international level. We invite families from different cultures to share their beliefs and culture with us, or involve the culture in our teaching in certain units. What I want to improve is, I hope our practice can be more naturally and consistently not just doing a unit or talking to children to be friendly to others.
That is meaningful for me as I am in the environment of the diversity. I know the importance of understanding the differences between each other, and values their culture and belief will build a healthy relationship with the colleagues. Team work comes from the basic understanding and trust among the team members. We are here to study together, so we are the community members, which means we are supposed to be team players. At work, I have to consider the diversity of backgrounds even more carefully. It helps me improve my teaching better, and it inspires me of creating more interesting ideas in my work too.
2: We shall continually be aware of issues challenging the field of early childhood special education and advocate for changes in laws, regulations, and policies leading to improved outcomes and services for young children with disabilities and their families.
That code touches my heart, as I always have special need children in my class and I can tell the desperation in parents' eyes. I know parents would like to hear the professional advise from the teachers, and they would like to help teachers at school as well. Therefore, as a a teacher, we should care about those special needs children too, as they have the equal rights to be educated and accepted. Although the special needs children will have various causes or actions, we need to keep ourselves updated with the research of the special education. We do not want to give up any child or disappoint parents. I am really feel sorry for the parents who struggle with the special need children at home, and I would do whatever I can to help them. At the same time, I can tell the joy and hope in parents eyes when my suggestion works with their kids, which make me happy and satisfied too. Therefore, this code is significant for me to be a caring teacher for every child I know.
3: We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in manful ways in the assessment and intervention processes.
I liked that code, as I should say that is what I am practicing and what I need to improve in the future too. We are practicing it, as school want to let parents know that we really values all cultures and backgrounds, and we try to be more open-minded in the international level. We invite families from different cultures to share their beliefs and culture with us, or involve the culture in our teaching in certain units. What I want to improve is, I hope our practice can be more naturally and consistently not just doing a unit or talking to children to be friendly to others.
Saturday, December 3, 2011
Other resources
Early Childhood News http://www.earlychildhoodnews.com/ http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548
Early Childhood Research and Practice http://ecrp.uiuc.edu/
PBS Teachers Early Childhood http://www.pbs.org/teachers/classroom/k-2/
Early Childhood Research and Practice http://ecrp.uiuc.edu/
PBS Teachers Early Childhood http://www.pbs.org/teachers/classroom/k-2/
The resources
Part 1: 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, fromhttp://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, fromhttp://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, fromhttp://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, fromhttp://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.
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 May 26, 2010, fromhttp://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 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.
Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
Part 3: 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/index.cfm
- 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/
Part 4: 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
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