Examining Codes of Ethics

The ideals posts that are meaningful and significant in my professional life are:

1.To be familiar with the knowledge base of early
childhood care and education and to stay informed
through continuing education and training.

2.To create and maintain safe and hea
lthy settings
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions.

3.To advocate for and ensure that all children,
including those with special needs, have access to the
support services needed to be successful.

The reason these ideal are significant to me is because they all focus on helping children to receive a high quality education as well as helping children to learn to their fullest potentials.

The three DEC code of ethics that are significant to me as well as will help me in my professional life are:

Professional Collaboration
We shall honor and respect our responsibilities to colleagues while upholding the dignity and
autonomy of colleagues and maintaining collegial interprofessional and intraprofessional
relationships.
2. We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues
with whom we work recognizing their unique contributions to children, families, and the field of
early childhood special education.
3. 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.
4. We shall identify and disclose to the appropriate persons using proper communication channels
errors or acts of incompetence that compromise children’s and families’ safety and well being
when individual attempts to address concerns are unsuccessful.

Enhancement of Children’s and Families’ Quality of Lives
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.
2. We shall recognize our responsibility to improve the developmental outcomes of children and to
provide services and supports in a fair and equitable manner to all families and children.
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children
we serve.
4. We shall advocate for equal access to high quality services and supports for all children and
families to enhance their quality of lives.

Responsive Family Centered Practices
We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs,
languages, and culture relative to their nurturance and support of their children toward achieving
meaningful and relevant priorities and outcomes families’ desire for themselves and their children.
2. We shall provide services and supports to children and families in a fair and equitable manner
while respecting families’ culture, race, language, socioeconomic status, marital status, and
sexual orientation.
3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.
4. We shall empower families with information and resources so that they are informed consumers
of services for their children.

The reason that I chose these codes of ethics is because we as professionals must respect all families no matter their background status, we must enhance the quality of children lives, we must collaborate with families as well as outside resources to provide the best support for every child in every classroom to receive achievement and perforamance.

References

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/

http://www.dec-sped.org/

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, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://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, from 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. 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, from 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). 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, from http://www.unicef.org/crc/files/Rights_overview.pdf

• Websites:
o 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
o World Organization for Early Childhood Education
http://www.omep-usnc.org/
Read about OMEP’s mission.
o 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/

Other Resources
Advocating for Children and their Families Rights
http://www.washingtonfamiliesunited.ed

Gerard,M.,& Prior,J. ( 2006). Family Involvement in Early Childhood Education: Research intoPractice, 1st Edition.

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