NAEYC and DEC codes of ethics

Ethical Responsibilities to Children

I-1.3—To recognize and respect the unique qualities,

abilities, and potential of each child.



Ethical Responsibilities to Families

—To develop relationships of mutual trust andEthical Responsibilities to Colleagues —To support co-workers in meeting their professional

I-2.2

create partnerships with the families we serve.

I-3A.3

needs and in their professional development.

II. PROFESSIONAL DEVELOPMENT AND PREPARATION

4. We shall support professionals new to the field by mentoring them in the practice of evidence and

ethically based services.Enhancement of Children’s and Families’ Quality of Lives

1. We shall demonstrate our respect and concern for children, families, colleagues, and others with

whom we work, honoring their beliefs, values, customs, languages, and culture. 
   These are related to the aspect of profession because I do respect my families and wish to assist my children when possible in any situations. My coworkers are always my next concern because we work together as a team to build one strong foundation with the children as they step up to next level and to build a relationship with our parents regardless of their background, religion and culture.

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved December 17, 2011, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf.

 The Division for Early Childhood. (2000, August). Code of ethics. Retrieved December 17, 2011, from http://www.dec-sped.org/.

Course Resources

 Position Statements and Influential Practices

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

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

Video

Video Program: “The Resources for Early Childhood”
Five early childhood professionals discuss their preferred and trusted resources.

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/

The resources that I admire are located in "blue". Enjoy


Starratt, Robert J. Leaders with Vision: The Quest for School Renewal. Thousand Oaks, California: Corwin Press, 1995. 219 pages. ED 354 962. 

Daniels, Denise and Robert Plomin. "Origins of Individual Differences in Infant Shyness." DEVELOPMENTAL PSYCHOLOGY 21 (1985): 118-121. 

Berk, L., & Winsler, A. (1995). SCAFFOLDING CHILDREN'S LEARNING: VYGOTSKY AND EARLY CHILDHOOD EDUCATION. Washington, DC: National Association for the Education of Young Children. ED 384 443.