The National Association for the Education of Young Children: Code of Ethical Conduct Introduction The NAEYC Code of Ethical Conduct offers protocols for an educators’ responsible actions, as well as offering support involving the ethical predicaments that are experienced in an early childhood education setting. (Gordon & Browne, Code of Ethical Conduct: Preamble, 2005). The Code of Ethical Conduct also addresses a range of professional relations with children, families, colleagues, and the community, as well as introducing the leading responsibilities for each relation; followed by ideals that mirror commendable professional methods, as well as principles that describe methods that are mandatory, illicit, or allowable. (Gordon & Browne, Code
1. What information did I know prior to reading information presented within the chapter? Prior to reading chapter one I can remember learning about PL 94-142, This is the education for all Handicapped Children Act, this law was put in place to order that all children with special needs receive service within the public schools. After reading chapter two one thing that I already knew was that everyone has a desire to know if there child is developing at a normal rate. One thing I knew prior to reading chapter eleven was how to conduct and effective parent conference.
It can be frustrating and perhaps confusing when choosing a childhood program for your child. There are so many aspects of a school to consider such as the environment, the teachers and staff, the children, the philosophy, and the community. As parents, you want to pick the perfect facility. A facility that you know will be the most beneficial and supportive for your child. Luckily, the NAEYC provides us with wonderful guidelines in order to guarantee that you are picking best program for children.
STANDARD 4: ASSESSMENT OF THE CHILD PROGRESS Artifact; Compering Early Childhood Assessment from Child Development 201 I chose this artifact because it is about the appropriate Early Childhood assessments while these have a variety of programs to choice depending on the needs of the child to help him to the next level I learned that there are many resources for the teacher to help children out so they can have a happy childhood; These all examples bellow guidance a center to set up the whole program of early childhood environment so it will be helpful for the provider education to have cozy a safety place for young children.
After carefully reviewing NAEYC Code of Ethical Conduct and Statement of Commitment I first analyzed its Conceptual framework, it sets forth the responsibilities as a childcare personnel & the professional responsibilities of childcare workers including childcare leaders as well the code of conduct framework of professional responsibilities. Furthermore it’s separated into four sections, however each section covers the following area as a professional relationships with any children that personnel come in contact with whether they attend the childcare center or contact during trips & or picking the children up from school, relationships with families in & out of the childcare center, professional relationship among colleagues, and relationships & interactions amongst the community and society. Each section also includes but not limited to an introduction with the primary responsibilities as an early childhood education practitioner & or personnel regardless of what position the childcare worker may hold in that context. As
They provides physical need and healthy and safe environment for those babies and children who come to the nursery (Macleod et al, 2004). Through the practitioner, the agency ensure that every child is safe, healthy, with economic wellbeing, and positive contribution under my
Gather information from parents and NAB employee about what can be provided to the setting for support children and their families. Such as extend centre hour to meet the long hour working parents needs. Collaborating with NAB, minimize the waiting list, such as create a new room to meet the needs of parents. Attending professional conference, share in professional learning and networking opportunities. Setting up long term and short terms goals for the whole setting as a team, Identify the strength and weakness, reflective the practice and evaluate.
Because the family and the early childhood practitioner have a common interest in the child’s well-being, we acknowledge a primary responsibility to bring about communication, cooperation, and collaboration between the home and early childhood program in ways that enhance the child’s development (NAEYC, 2011).
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
In the article “Why Pre-K Is Critical to Closing the Achievement Gap,” by Ellen Frede and W. Steven Barnett provides an overview of the problems in the U.S education system. According to the statistics and researches the U.S education system has a lot of problems compare to some other country such as Finland, Shanghai, Singapore and Norway. The achievement gap is a complex and controversial issue because all pre-school program are not the same and this diversity create a lot of achievement gap in the U.S education system. In the second article “Increasing Family Engagement in Early Childhood Programs,” by Jamilah R. Jor’dan, Kathy Goetz Wolf and Anne Douglass talk about the importance of the family engagement in early childhood education. This article give as an overview about the Strengthening Families Illinois Program, a successful program that provide and encourage the importance of relationship between kids and families.
In Reggio Emilia approach, there are many strengths as it supports children that a child’s image is viewed as having rights and not just needs and child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials. In addition, it supports children’s individual differences and needs, documentation that Reggio teachers collect about their students and a mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While the strength in Montessori curriculum is children are 5 prepared for the real world, where they work side by side with people of all ages, they develop self-discipline, independence and analytical thinking, all materials in a Montessori classroom have a proper place, and it is the responsibility of each student to properly store their materials when they are done to maintain order, independence is greatly emphasized and focuses on individual intelligences. The weakness point in Montessori and Reggio Emilia Curriculum: There are some weakness point in Reggio Emilia approach such as this approach puts a lot of emphasis on the importance of large space as is considered educational, Reggio Emilia schools are found in wealthy countries and are attended by children from wealthy families while the poor cannot opt for the Reggio Emilia approach, public schools get limited funding while private schools mostly focus on results and not process and also the
Through this knowledge, the teacher can presume how children of a particular age group will act, what they are capable of doing and what they are not likely able to do. Consequently, the teacher can devise activities rather confidently by taking all these aspects into consideration. At this stage, the teacher can take advantage of the windows of opportunity for the child’s growth. In other words, the teacher benefits from the sensitive period of a child’s development to provide him with enriching activities; the best period for the child to learn and develop further. In addition, what the children learn should be relevant to their environment and life experiences.
THE IMPORTANCE OF EARLY CHILDHOOD EDUCATION IN THE USA 1.Introduction Early childhood is an essential stage of life in terms of a child 's physical, intellectual, emotional and social development. Growth of mental and physical abilities progress at an amazing rate and a very high proportion of learning takes place from birth to age six. It is a time when children particularly need high quality personal care and learning experiences. Approximately 60 to 70 percent of preschool-age children in the USA attend an early childhood program or child care program out of the home, according to the American Academy of Pediatrics.
In the Montessori Media centre (2009) they speak of how “Montessori education is driven by an ambitious aim: To aid the child’s development into a complete adult human being, comfortable with himself, with his society and with humanity as a whole. Whereas the traditional approach to education, remains focused on the transmission of prescribed blocks of knowledge, the Montessori approach is focused on giving support to the natural development of the child.” Maria Montessori spoke about how the development of the child between the age of 6 and 12 is a notable time in their life. She highlighted how it is a period of holistic development, which brings out the child’s need for wider horizons, the movement from the concrete to thinking abstractly and the development of the morale. The child is also very interested in socialising with peers.