Saturday, August 24, 2013
Reflections on Connections
Thank you to my colleagues for your time and thoughts shared in Foundations! Best wishes as you continue your scholarly journey.
Saturday, August 17, 2013
Examining Codes of Ethics: NAEYC and DEC
Three ideals contained in the Division for Early Childhood Code of Ethics that are meaningful to me:
Evidence Based Practices
We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
I feel strongly that we should do what works. We can grow creatively out of practice rooted in evidence and be confident that our actions and ambitions come from a place of effectiveness.
Professional and Interpersonal Behavior
We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.
There is no work where human beings are involved that does not require constant study, change, and growth. It is my role to support early childhood practitioners in their journey toward new knowledge and practice.
Professional Development and Preparation
We shall engage in ongoing and systematic reflective inquiry and self-assessment for the purpose of continuous improvement of professional performance and services to young children with disabilities and their families.
Self-assessment is the first step toward scoring, rating, and goal setting our state's quality improvement system. It is my role to assist early childhood practitioners in their self assessment and quality improvement planning.
Three ideals contained in the National Association for the Education of Young Children Code of Ethics that are meaningful to me:
Ethical Responsibilities to Community and Society
To further the professional development of the field of early childhood care and education and to strengthen its commitment to realizing its core values as reflected in this Code.
One of my goals is to participate in meeting the professional development needs of the early childhood practitioners in my community. I teach and coordinate professional development opportunities throughout our region and view this activity as important and significant.
Ethical Responsibilities to Children
To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
I take part in a community project to integrate the Ages and Stages Questionnaire into services for children ages zero to five in all settings. My role is to train ASQ users across all fields and professions as well as support child care providers and educators on site in the implementation of this screening.
Ethical Responsibilities to Colleagues
To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers
As part of a team, it is my goal to demonstrate the value of colleagues through sincere respect. I attempt to be honest, transparent, and forthcoming in interactions and supportive and helpful in the work we do together.
Evidence Based Practices
We shall rely upon evidence based research and interventions to inform our practice with children and families in our care.
I feel strongly that we should do what works. We can grow creatively out of practice rooted in evidence and be confident that our actions and ambitions come from a place of effectiveness.
Professional and Interpersonal Behavior
We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.
There is no work where human beings are involved that does not require constant study, change, and growth. It is my role to support early childhood practitioners in their journey toward new knowledge and practice.
Professional Development and Preparation
We shall engage in ongoing and systematic reflective inquiry and self-assessment for the purpose of continuous improvement of professional performance and services to young children with disabilities and their families.
Self-assessment is the first step toward scoring, rating, and goal setting our state's quality improvement system. It is my role to assist early childhood practitioners in their self assessment and quality improvement planning.
***
Three ideals contained in the National Association for the Education of Young Children Code of Ethics that are meaningful to me:
Ethical Responsibilities to Community and Society
To further the professional development of the field of early childhood care and education and to strengthen its commitment to realizing its core values as reflected in this Code.
One of my goals is to participate in meeting the professional development needs of the early childhood practitioners in my community. I teach and coordinate professional development opportunities throughout our region and view this activity as important and significant.
Ethical Responsibilities to Children
To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
I take part in a community project to integrate the Ages and Stages Questionnaire into services for children ages zero to five in all settings. My role is to train ASQ users across all fields and professions as well as support child care providers and educators on site in the implementation of this screening.
Ethical Responsibilities to Colleagues
To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers
As part of a team, it is my goal to demonstrate the value of colleagues through sincere respect. I attempt to be honest, transparent, and forthcoming in interactions and supportive and helpful in the work we do together.
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