THANK YOU!!!!!!

Thank you to all of my colleagues in EDUC 6005! All of you have made my first online learning experience joyful.

I want to especially thank you, Dr. Longo for your positive feedback, patience, and encouragement throughout these 8 weeks.

I wish everyone the best ,

Krista

Code of Ethics

Education professionals must uphold certain standards in the early childhood field. These standards are outlined by the NAEYC and DEC Code of Ethics. Here are three that are significant to me:

1. 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.

Significance: Students need to be approached and taught as individuals. It's important that teachers use strategies that are appropriate for each child according to learning styles and abilities.

2. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.

Significance: Taking on the responsibility of lead teacher can be extremely overwhelming for educators new to the field. The best way to overcome that feeling is by forming relationships with those individuals who have experience. By sharing ideas and lessons learned from previous experiences, the new teacher can gain insight from his/her mentor on how to lead a classroom effectively.

3. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.

Significance: Every child can learn. Because of this, we must make sure they are placed in the best conditions for the learning process to take place. Education professionals must also support families so that they can further the child's learning at home.

Course Resources

Resources are significant to the growth of an educator. We rely on resources for current research, ideas to improve techniques in the classroom, and to aid in the success of students and their families. Here are a list of resources that I have found to be helpful and some that I have yet to view (but I plan too).

Websites:

• World Organization for Early Childhood Education(mission is to ensure a quality education for children around the world; supports families and educators; composed International Journal of Early Childhood)  http://www.omep-usnc.org/
• National Association for the Education of Young Children(offers a wealth of information for the early childhood field through publications, conferences, and additional resources)http://www.naeyc.org/
• Center for Child Care Workforce(supports well-educated workforce; seeks to give workforce a voice and better pay; offers tips for educators)  
  http://www.ccw.org/
• The Erikson Institute (Graduate school in child development; offers services for children and families; latest research ; helpful tips)http://www.erikson.edu/
• World Forum Foundation
  http://worldforumfoundation.org/wf/wp/about-us
• Association for Childhood Education International
  http://acei.org/about/

• 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/

Articles

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. 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. http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. 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. http://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). http://www.fpg.unc.edu/~snapshots/snap33.pdf

Books:

• Teach Like a Champion: The 49 Techniques That Put Students on the Path to College     by: Doug Lemov

People:

• Dr. Aisha Ray (Research/Academia) Erikson institute; focuses most of her attention on developing teachers who are culturally aware

Techniques:

• RTI Model:  http://www.rtinetwork.org/?gclid=CPe92LbOyqsCFQLBKgodWEOC2g