Reflections on Connections

Thank you to my colleagues for your time and thoughts shared in Foundations!  Best wishes as you continue your scholarly journey.

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.

Inspiration from Leaders in the Field

"Progress depends on the choices we make today for tomorrow, and on whether we meet our challenges and protect our values. We can start by doing more to support parents and the job they have to do."

"And we have learned that to raise a happy, healthy and hopeful child, it takes a family, it takes teachers, it takes clergy, it takes business people, it takes community leaders, it takes those who protect our health and safety, it takes all of us.

Yes, it takes a village."
~Hillary Clinton, Tuesday, Aug. 27, 1996

 

 

 

******

 

"Children benefit most from teachers who have the skills, knowledge, and judgment to make good decisions and are given the opportunity to use them."

"We are decision makers. As adults caring for children, it is our responsibility to seek out and intentionally plan the best opportunities for children that support their over-all well being and healthy development. Developmentally appropriate practice, commonly known as DAP, is a comprehensive educational perspective that supports optimal healthy development for every child. Understanding DAP - its meaning and intentional practices - is essential in guiding the decisions we make for young children".
~Susan Bredekamp, Ph. D

******

 

"I felt like everything in me was being call on to teach."
~Louise Dermon-Sparks, on passion, motivation and commitment

 

 

Making a difference may sometimes be helping one child be able to be successful in the classroom."

~Raymond Hernandez, MS Ed, on passion, motivation and committment

The Love I Felt as a Child

My family was small, but full of big love. 

My Dad:
A huge heart and with a quiet strength, my Dad gave me a sense of gentleness and creativity.
He provided me with a respect for family and history, knowledge of technology, and the gift of words and pictures.



My Mom:
A hard-working LPN and then RN, my mom showed me an enormous amount of love when I was a child.
She cooked family meals, shared great music with us, and taught us about her beautiful hometown in Michigan.

My Little Brother:
He has shown me unconditional love since before I turned two years old.  He has a heart full of kindness, humor, and generosity.  He's been my best friend and was by my side through all of my childhood ups and downs.

 



Uncle Steve:
We had a strong connection that carried over into my adulthood.  He loved me with all his heart and made sure I knew it.  He extended that love to my husband and daughters, making us all feel special.  We miss him every day!

Images and Words

I believe education is a set of keys not a closed door, a road map not a finish line, and a question not an answer.

 

A self portrait taken today.

 

I loved this book as a child.  Natasha and Rosie play with old quilts in the attic on a rainy day,
imagining all of the ways the quilts could transform them.  I think it taught me about true treasures,
creative thinking, and being gentle with siblings.

Foundations in Early Childhood

I will be utilizing this blog for the Foundations in Early Childhood course over the next eight weeks. 

International Contacts: Final Thoughts

I have political opinions that often set me apart from my friends, families, and neighbors.  I am not a patriotic person, and my "love of country" does not even fall on my list of priorities.  I am a citizen of the earth, a global thinker, and a very neutral party.

So, it is no surprise that I am comfortable in an international setting.  I highly value the professional contacts I have made over the past eight weeks and look forward to the possibility of fostering those relationships over the long-term.

One consequence of learning about the international early childhood field is the letting-go of biases and assumptions about the way other cultures view childhood and development. 

Another side-effect of interacting with professionals from around the world is an expanded tolerance for ideas that are unlike my own. 

A third effect resulting from conversations with professionals abroad is a renewed affirmation of my own beliefs and values.  While some biases can be dispelled through a global education, other themes hold true; I have found through my conversation with a British early childhood professional that the heart of our work is very much the same.

My hope for the early childhood field is that opportunities for international collegial relations continue to increase and that practitioners can find their way to the benefits and possibilities held in reaching across borders to learn together.