Research around the World

ECDVU Sub-Saharan Africa: Mission Statement

To further develop African ECD leadership capacity as a key strategy in support of child, family and community well-being and broader social and economic development.

ECDVU Sub-Saharan Africa (SSA) Program Overview

The Early Childhood Development Virtual University (ECDVU) is an innovative and multifaceted approach to addressing ECD capacity building and leadership development in Africa. The ECDVU is supported by a range of international, regional and local organizations, including the employers of participants. It is a unique training and results-oriented program that uses face-to-face and distributed learning methods including: residential seminars, web-based instruction, CD-Rom and print material support, and a 'community of learners' strategy within and among cohort countries. Typically, ECDVU participants are nominated by ECD country committees; these committees' nominations are based on achieving inter-sect oral, multi-organizational representation and evidence of individual commitment to child well-being and broader social development within the country. Nominees accept responsibility for promoting ECD capacity within their country, their region and internationally.

The first topic I chose was the Development of an Integrated Early Childhood Development Urban Model Training Program for Informal Minders and Community Volunteers in Ghana.

The facts and insights I gain was the Ghana office of UNICEF introduced the IECD program aimed at promoting the survival, growth, protection, and education, all key components of development of the child aged 0-8 years, and worked to develop a working model for ECD centre which can also be used in communities where there are no such centre.   

The second topic I chose was the Status of Coordination and Supervision of Early Childhood Education in Ghana.

This topic emphasis on coordination and supervision of ECD programs the research discussed the evidence and rationale for coordination and supervision, types of coordination and some guiding principles for effective coordinating, how it has worked successfully in some other countries and the lessons learnt from those countries.

The noteworthy information that I have gained from the website is that countries around the world are taking steps to improve early childhood programs.

Reference:

Early Childhood Development Virtual University (ECDVU) Sub-Saharan Africa (SSA):

http://www.ecdvu.org/ssa/index.php http://www.ecdvu.org/ssa/major_reports.php

Research that Benefits Children and Families- Uplifting Stories

Option 2:

The major contribution I would make for children and their families would be providing quality early childhood care for children of diverse backgrounds. 

I would use the Nation Association for the Education of Young Children, Code of Ethical Conduct and Statement of Commitment to show how I would make a positive contribution.   The core values set standards of ethical behavior in early childhood care and education are based on commitment to the following core values that are deeply rooted in the history of the field of early childhood care and education.  

I can use these standards as a guideline to help me in the research of respecting the dignity, worth, and uniqueness of each individual as well as provide children from diverse cultural the respect they deserve.

Reference:

National Association for the Education of Young Children, Code of Ethical Conduct and Statement of

                Commitment .

My Personal Research Journey

The topic I chose for my simulation is Finding Ways to Support Children and Families of Diverse Backgrounds.

The demographics of our school systems are changing rapidly. The teachers need to prepare now for these ongoing changes. I feel that it is very important as a future educator not to be broadsided by these changes. I want to look into the research that surround the cultural differences of families, children.  I want to be able better understand and provide these children, families and educators the information they will need to be productive in the classroom.

My personal experience with this simulation process in that it is really preparing me for the research process of the topic I chosen.  The insights I have gained from constructing the research chart is that it is really helping me understand how to research material the correct way.  

My fellow colleagues I will greatly appreciate any help that you can provide throughout this process.  Feel free to share any information that you may have to guide me in the right direction.

Final Blog Assignment

The three consequences of learning that I gain through the alternative route resources of websites are first The National Institute for Early Education Research conducts and communicates research to support high quality, effective, early childhood education for all young children. Such enhance their physical, cognitive, and social development, and subsequent success in school and later life. The second consequence is the challenging behavior can mean many things to many people. Zero to Three has developed a set of resources to help parents and professionals better understand and respond to some of the most common and typical challenges that crop up in children’s early years. The final consequence is the barriers facing early childhood is parents not being able to afford the high quality care they deserve.

One of the goals I have as an early childhood professional is to become an advocate for those families who for some reason cannot afford nor have access to quality early childhood programs. I want to make sure children and their families, no matter what consequences they may be facing will be provided with the best quality care possible.

I still intend to make international connection in hopes to better understand the diversity of other cultural around the world.

Reference:

National Institute for Early Education Research

Website: http://nieer.org/resources/newsletter/index.php

Zero to Three: National Center for Infants, Toddlers, and Families

Website: http://www.zerotothree.org.

(Newsletters):

http://zttccfn.pub30.convio.net/child-development/from-baby-to-big-kid

Getting to Know Your International Contacts: Part 3

Website: http://www.unesco.org/news/en/education/themes/strengthening-education-systems/early-childhood/

I chose the alternative because I never could correspond with an international professional. The topic of discussion that I gain insight was about my specialization the diversity of children and their families.

The purpose of the UNESCO is to help lead international educational agency, to develop a clear guidelines and principles for language policy in early education, particularly within the context of the DaKar Framework of Action, Education for all.  The UNESCO voiced support for the maintenance of linguistic and cultural diversity and the promotion of children’s right to learn in their mother tongue. Many of the world’s language and cultures are endangered by historical incursion, mostly associated with colonialism, and host of contemporary political, economic, and social processes.

The decisions about which languages will serve as the medium of instruction and treatment of children’s home languages in the education system exemplify the exercise of power, the manufacture of marginalization and mineralization, and the unfulfilled promise of children’s rights.

This report from the UNESCO provides a rational to promote mother tongue based bi/multi bilingual early education grounded in international normative frameworks theory about dual language acquisition and emerging evidence about the ipact of mother tongue based bi/ multi bilingual education initiatives.

Sharing Web Resources

I decided to look back at a website that I used in week two of this course. The website was from the National Institute for Early Education Research. Website: http://nieer.org/resources/newsletter/index.php

Through the National Institute for Early Education Research website I found a article that was interesting to me as it relates to availability, accessibility, and affordability.  The article dealt with pre-k disparities: What You Get Depends on Where You Live.

In this article they analyzed the data for The State of Preschool 2010, and find a disturbing trend that was noticed in the previous year continued to happen. During these very difficult economic times, disparities among states in providing high-quality preschool education are growing larger. Consequently, children’s access to and quality of experiences in preschool vary drastically depending on where they reside. “For instance, a relative small percentage of children (6 percent) in Alabama have access to a high-quality program 9meeting all 10 of NIEER’s quality benchmarks) while their peers to the south in neighboring Florida have a better chance of having access (68 percent) to a lower quality program (meeting only three of the 10 benchmarks). Alabama’s neighbors to the west in Mississippi have no state-funded preschool program at all to attend. This problem is not limited to the deep South- patterns like this repeat across the country. And tight state budgets are only exacerbating the problem.

The insight I gained from this resource as it relates to the studies this week is that there are so many states that still do not have access to high quality early childhood programs. As a future professional and advocate of young children I want to set the bar high for myself and try and make sure all the children in the state of Mississippi have the opportunity to take part in a high quality early childhood program. I know it want be easy to accomplish, but with a lot of hard work and help from local and state legislators we can hit the ground rolling.

Reference:

The National Institute for Early Education Research [NIEER], 2010

            Website: http://nieer.org/resources/newletter/index.php

Getting to Know Your International Contacts- Part2

The website I chose to explore was the Harvard University’s Global Children’s Initiative, website Http://developingchild.harvard.edu/initiatives/global_inititative/

The background of the Center on the Developing Child at Harvard University was founded in 2006. It was founded on the belief that vitality and sustainability of any society depend on the extent to which is expands opportunities early in life for all children to achieve their full potential and engage in responsible and productive citizenship. The center draws on the full breadth of intellectual resources available across Harvard University’s school and affiliated hospitals, the Center generates, translates, and applies knowledge in the service of improving life outcomes for children in the United States and throughout the world.

The insight I learned from the Center on the Developing Child at Harvard University is that Mental health concerns constitute a massively under-addressed issue that has significant implications for the broader health and development of children and societies. They found the urgent need to identify the scope of the problem within and across countries and to develop evidence-based approaches in policy and service delivery that are responsive to diverse cultural contexts.

The information about issues of equity and excellence I acquired from this resource is that The Global Children’s Initiative looks at children in crisis and conflict situations by fostering interdisciplinary collaboration that incorporates a science- based, developmental perspective into the assessment and management of child well-being in a range of natural and man-made crises, focusing on both immediate circumstances and long-term adaptation

References:

Harvard University’s “Global Children’s Initiative” website (http://developingchild.harvard.edu/initiatives/global_initiative/

Sharing Web Resources:

The information that is relevant to my current professional development is still the importance of play for children development and the challenges educators face with challenging behavior. The website Zero to Three a well as their e-newsletter provides professional and parent with resources to better understand promoting social emotional development and challenging behavior.

 This website also provides helpful information that any professional in the early childhood field would find helpful when understanding the development of children.

Promoting Social Emotional Development

There’s a lot happening during playtime. Little ones are lifting, dropping, looking, pouring, bouncing, hiding, building, knocking down, and more. Children are busy when they’re playing. And, more than that, they are learning.  Play is the true work of childhood.

And when your children have a chance to play with you, they are also learning—that they are loved and important and that they are fun to be around. These social-emotional skills give them the self-confidence they need to build loving and supportive relationships all their lives.

Challenging Behaviors

Challenging behavior can mean many things to many people.  ZERO TO THREE has developed a set of resources to help parents and professionals better understand and respond to some of the most common and typical challenges that crop up in children’s early years: Aggression, defiance, inconsolable crying, children who are slow-to-warm-up, and sleep challenges. 

As you explore these resources, keep in mind that no two children are exactly alike. Every child is born with his or her own temperament, a unique way of experiencing and approaching the world. Temperament influences a child’s behavior. 

Because every child is different, it is impossible to offer one strategy or response that will work for everyone. To help you apply the information here to your individual child, think about how your child’s temperament might influence his or her behavior, and how you may adapt the strategies you read about to meet the needs of your child and your family. 

Much of the content on this page was developed through the generous funding and support of the Carl and Roberta Deutsch Foundation

Reference:         

Zero To Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/ 
(Newsletters:
http://zttcfn.pub30.convio.net/child-development/from-baby-to-big-kid/ and
http://capwiz.com/zerotothree/mlm/signup/ )

Getting to Know Your International Contacts- Part 1

I haven’t received any response to the partners I contacted but, instead  I looked into the http://www.childhoodpoverty.org website and I look at the country of Krgyzstan and the problems of childhood poverty. Kyrgyzstan is one the poorest ex-Soviet republics with an estimated 32.9 per cent of the population living below the Soviet ‘poverty line’. During the 1990’s Kyrgyzstan suffered many economic shocks and people living in poverty rose to over 60%.

Just in other parts of the world, children in Kyrgyzstan disproportionately live in poverty. Growing poverty has also led to children working in a range of jobs, from working in a range of jobs, from working on family farms, to agricultural labor for others, domestic service, selling or working as porters at markets. Recent research estimate that approximately 24 per cent of children work either full or part time, similarly since transition there are now homeless or ‘street’ children in Kyrgyzstan’s cities, and some reports of child prostitution and trafficking.

The situation of children today gives rise to serious concerns. There is a risk that poverty cycles could develop whereby today’s children grow up to be poor adults and pass the poverty on to their children.  Through policies and actions a number of initiatives are under way to reduce poverty in Kyrgyzstan. The government has developed a Comprehensive Development Framework, which is 15-yearvision for development in Kyrgyzstan. It has also produced the National Poverty Reduction Strategy (NSPR), Kyrgyzstan’s Poverty Reduction Strategy Paper. This is intended to be the first three-year plan for implementing the national development vision.

The first insight that I gained from studying the website and researching Kyrgyzstan is by examining economic and social factors at different levels which contributed to poverty in childhood. The second insight is how the Kyrgyzstan governments raises the profile of childhood poverty issues and increase the commitment to tackling them through anti-poverty policy and actions. The third and final insight that I gain through the research was finding out the main causes for poverty and the poverty cycle and increasing the knowledge of effective strategies to tackle them in different context.

Reference:

Childhood Poverty Research and Policy Centre: http://www.childhoodpoverty.org

Sharing Web Resources

Organization I selected is National Institute for Early Education Research

Website: http://nieer.org/resources/newsletter/index.php

The National Institute for Early Education Research (NIEER) conducts and communicates research to support high quality, effective, early childhood education for all young children. Such education enhances their physical, cognitive, and social development, and subsequent success in school and later life.

What caught my attention about The National Institute for Education Research program was their vision of early education excellence in terms that are usable by policy makers and understandable to the public. They monitor and evaluate national and state progress toward early educational excellence. The institute develops and analyzes model legislation, standards, regulations and other policies required to improve quality and increase access to good preschool program. They also explain the costs, outcomes and economics benefits of alternative policies. The Institute works with state and national policy makes and other organizations to collect archive and disseminate information on the status of early education access and quality, exemplary practices and policies, and public opinion. They work with partner with other organizations to develop a coherent national research agenda and to deliver and publicize vital information about early education.

What I have learned by studying the resources as it relates to topic this week is that changing demographics and diversity is happening in every state. It is important as educators to prepare ourselves for the changes and use the resources given as a necessary tool to assist us.

Reference:

Hustedt, J.T. & Barnett W.S., (2010). Issues of Access and Program Quality. In: Penelope

            Peterson, Eva Baker, Barry McGaw. (Editors). International Encyclopedia of

            Education. Volume 2.pp. 110-119. Oxford: Elsevier.

Establishing Professional Contexts and Expanding

I look forward to communicating with the resources that i found. I haven't had the opportunity to communicate with them as of now, but I am positive that I will hear back from them soon. Through the partners of the Global Alliance for the Education of Young Children the organization outside the United States who share NAEYC's commitment to children and excellence in education.

I chose the Global Alliance for the Education of Young Children because it provides an opporutnity for early childhood assciations from countries throughout the world to distribute materials and share information about programs and services.

Through the Global Alliance for the Education of Young children, I contacted Rev. Charles Arko-Nunoo of Ghana, Mrs. Bimbo Are of the Ajoke Internstional School in Nigeria, and Mr. Eric Atmore of the National Early Childhood Alliance in South Africa because I want to learn more about how they view the early childhood field in their country. I hope to hear from them soon and have more to share next time.

The Global Alliance of NAEYC: http://www.naeyc.org/resources/partnership/globalalliance

"My Support"

I have a great support system. My mom and dad are my greatest support. They have always encouraged me to do my very best in whatever I set out do. My husband and my daughter have been an awesome combination. They were very encouraging and supportive of me when I decided to go back to school and complete my undergraduate studies. They were surprise but supportive when I decided to go back and get a master’s degree.

The benefit of my support system has made a difference in my life. Just knowing someone is there for you through the good and the bad is great. I don’t know where I would be without the support of my family.

The challenge I would imagine would be being unable to complete task. I would want a support system there to encourage me to follow through and the importance of following through. Everyone needs someone there to cheer them own. Just having a constant in your life making sure that you are remaining focus and doing what you have to do.

The potential benefit of a great support system is when everything seems to be going wrong they are there to point out what’s going right. It good to know there is always someone there to support you.  I don’t know what I would do without a good support system. I don’t want to imagine my life without someone there to encourage me that I can make a difference. It would be hard for me to function without a support system.

My Connection to Play

Two Quotes that summarize what play represented for me in my childhood

“Play gives children a chance to practice what they are learning…They have to play with what they know to be true in order to find out more, and then they can use what they learn in new forms of play.” ~ Fred Rogers (Mr. Rogers’ Neighborhood)

Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” Kay Redfield Jamison (professor of psychiatry)

During my childhood play was something we just did. I never remember a time when we didn’t get to play. There was time allocated to play at school, at home, and at friend’s houses. My parents didn’t know about the learning associated with play, they knew children should get out there and play and play I did.  I feel through play during my early childhood years have made me well rounded and I thank my family for giving me the opportunity to learn through play. It was important to me and guided the choices I still make today.

All the paper I could find to teach my imaginary students or my stuff animals

and lots of markers, pens, and pencils.

                                  

The on different between play today and play when I grew up is technology. I didn’t have the technological gadgets when I grew up. Children have more opportunities today than I did, but play can be basically the same and have the same developmental effects.

Play had a great affect on my life. I was given the opportunity to express myself through play. My cousin and I often played school with our imaginary students. I think that’s why I want to be teacher today because I enjoyed playing school as a child. My cousin who played school with  me went to college and  has been a teacher for over 15 years. I want to think through play I found my passion for teaching at a early age.

Relationship Reflection

I will begin my blog by saying having positive relationships and partnership throughout my life has been the greatest thing to ever happen to me. I never remember a time that I didn’t have someone there for me. My mom and dad has a great relationship and partnership. They instill in me values that has made into the person I am today.  They have always told me in order to have a great relationship you must form a partnership and learn that it is a lot of give and take.  

Over the, years even with my own family, I have learn that forming relationships with my husband, my daughter and colleagues that it is a work in progress. I have learned through my experiences to always keep the lines of communication open, and sometimes you have to put the needs of other before your own.  I believe you learn by example. The example my mom and dad set for me many years go and the relationship and partnership that they have shared for over 43 years is what I model my family by. We are family that believe that a “Family that Prays together will Stay together.

I believe I can take what I know about relationships and partnership and apply it to being a great early childhood professional.

When I Think of Child Development

If I had my child to raise over again
I'd build self-esteem first and the house later
I'd finger paint more and point the finger less
I would do less correcting and more connecting
I'd take my eyes off my watch and watch with my eyes
I would care to know less and know to care more
I'd take more hikes and fly more kites
I'd stop playing serious and seriously play
I would run through more fields and gaze at more stars
I'd do more hugging and less tugging
I'd see the oak tree in the acorn more often
I would be firm less often and affirm much more
I'd model less about the love of power
And more about the power of love.
Diane Loomans

Testing for Intelligence

If assessments are to be done you must look at the whole child and continue to do assessment because over time children change (Berger, 2009). I work at an elementary school in the second grade department and they give assessment four times of year.  As a second grade assistant we always look at the attitude the children on testing day. Some of children home situations are not ideal, they could be sick, or there just not in the mood for testing, and this can have a great affect on the assessment scores for that day.  I believe assessments are good to have in place, because it give you  an ideal on type of program to have in place in the classroom, but we must keep in mind that the results aren’t always accurate.  That is why more and more testing has to be done because these tests can have an affect on a child’s performance in the classroom.

China School and Education

The Chinese education system has a long history. The empires of China have for thousands of years used a bureaucracy system of government and gaining position in it traditionally involved testing. All children in China are required to attend school for at least nine years and the federal government regulates how schools are run and what is taught (McCune, 2011).

Testing

Testing is the be-all and end-all’ of Chinese education. Test scores determine a Chinese student’s entire future and university spots are highly sought after, so most student’s free time is devoted to studying and preparing for university entrance exams (McCune, 2011).

As I said earlier assessment of children is needed to give educators and ideal of what programs to put in place to meet the needs of the children.  I do feel that children should be given the opportunity to grow and their entire development shouldn’t be base on the score they made on a test. There are some children who are average but are great test taker.  Then you have other students who excel academically, but perform poorly on standardized test. I know in my case I hated standardized testing. I would freeze each time I had to take a test and I would always perform poorly. But, I knew I was a good student.  I believe that it Is important to educate the whole child, not look at just one thing you have to consider the total package.

References:

McCune, J. (2011).  China schools and education. eHow. Retrieved from http://www.ehow.com/fact_

                6075263_china-schools-education.html

Berger, K.S. (2009).  The developing person through childhood (5^th ed.). New York. NY: Worth Publishers

Consequences of Stress on Children's Development

Violence and Abuse is the Stressor I chose

I had a cousin that was abused by her father. The abuse got so bad that she had to come live with my mother and father. At night she would talk about her dad would get upset and take out on her. It was very devastating to here a family member go through what she had to go through. She never receives any counseling for what she was going through. She grew up with all this baggage inside her vowing not to be like her father. She still to this day has trust issues. She has never had a lasting relationship, always choosing the wrong. I sometime wonder if she would have received counseling would her life been any different than it today?

Natural disaster in Japan

The stressor I chose and is on a lot of people mind is the natural disaster in Japan and how it affects the children. The children of Japan’s are the most at risk because of radiations effects. The aftermath could be most devastating to Japanese children particularly those who have not been born yet.

According to the experts in Japan, the radiation that has leak out from the nuclear facilities has the potential to cause many types of cancer such as thyroid cancer, bone cancer, and leukemia in young children and unborn babies. The nuclear plant is doing every thing possible to contain the radiation but they now fear that the water is contaminated. It seems that the nightmare will never end. I am  praying for families in Japan and the surrounding areas.

Reference:

Mother nature network: Japan’s children most at risk from radiation’s effect. Retrieved on March 16, 2010. Retrieved from http://www.mnn.com/health/fitness-well-being/blogs/japans-children-most-at-risk-from-radiation

Child Development and Public Health- Breast Feeding

The Topic I chose was Breastfeeding

I found this topic to be meaningful because I found a lot of useful information about breastfeeding that I didn’t know when I had my daughter. If breastfeeding had been explain to me in detail like the text book and other resources that I have read I may have considered breastfeeding as an option.  

The part of the world I chose was Asia.

Dr. Chessa Lutter told BBC News, “that it’s not just of a matter of cost-it’s a matter of survival for infants in countries to be breast feed”(BBC News, 2007, p.1).  Camboida women as well as women of other undeveloped countries have no other choice but to breastfeed. Most infant in these countries are born into poverty and have no way of getting clean water and to make sure the infants are feed they have to breastfeed (BBC News, 2007, p. 1).  The rate of death s for infants declined in Cambodia by a third believed to be caused by breastfeeding (BBC News, 2007, p.1).

This information has impacted my future work because it has improved my understanding of the importance of breastfeeding for mother and their young infants. I will be able share with pregnancy mothers that I come in contact with the benefits they will gain from breastfeeding their newborn babies. This week discussion has been a great learning experience for me.

Breastfeeding declines In Asia. (2007, June 20). BBC News. Retrieved from http://www.bbcnews.com/

Childbirth- In My Life and Around the World

The birth of my daughter was one the joyous times in my life. It was a normal pregnancy.  She was a full term baby.  The mid-point of the pregnancy I found out that she was breached and if she didn’t turn on her own that I would have to have a c-section. Luck would have it that she did turn and everything was going accordingly.

10 hours of labor and I hadn’t dilated but 1 cm. It was funny up until this point I had no complication. After they induce my labor they continued to come in and monitor my progress. Before I knew it they were getting ready to take me up for a c-section just that fast they had lost my daughter’s heart beat. No pregnancy is without risk. Anything at any given moment can change what would have been a normal delivery.  I had a 6 lbs and 7oz baby girl as healthy as can be.

I chose this experience because I went through the child development process. The love and support that her father and I provided, during the entire prenatal development to the point of delivery I believe had an impact on the person she turned out to be today.

The country I chose was Africa (Nigeria). In Nigeria they do not have the privilege of adequate health care facilities and good doctors. A lot of women who are able to have children depend on birth attendants who have no formal training in delivering babies (Alabi, 1993). I have learned that a lot of women from different cultures around the world are at risk of complication when deciding to have children because they don’t have the adequate health care they deserve.

Alabi, E.M. (1993). Traditional methods of childbirth in Africa-the Nigerian experience. High Beam

            Research. p.1. Retrieved from: http://www.highbeam.com/doc/1G1-14108014.html

            Retrieved on March 04, 2011.

A Big Thank You!!!

Thank you!!! to my colleagues and Dr. Longo for making this outline experience work for me. It has been a pleasure to share our experiences and learn from one another.  I hope that we continue to keep in touch. I look forward to many more discussion throughout this program. Thanks again

Examining Codes of Ethics

The ideals that I found significance to my future professional life were under the heading Ethical Responsibilities to Children and Ethical Responsibilities to Families under the Code of Ethical Conducts and Statement of Commitment for the naeyc. The ideals under Ethical Responsibilities to Children are 1-1.1 to be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.  1-1.2 Base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines as well as on particular knowledge of each child. The ideals under Ethical Responsibilities to Families are 1-2.1 to be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training. 1-2.2 to develop relationships of mutual trust and create partnerships with the families we serve.   I found the codes of ethics to be a great resource to have to clarify and understand the rights and responsibilities of the professional to children and families that I will one day serve as a future professional.

What I found significance to my future professional life under DEC code of ethics was the overall explanation of the rights and responsibilities of the professional who works with early childhood special education. I found it to be a great resource for me if I decide to go into the early childhood special education field or I find myself having to work with children with special needs. I found the information helpful when understanding the ethical responsibilities of the early childhood professional in special education.

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

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

Additional Resources:

Additional Resources:

1.      DEC/NAEYC. (2009). Early childhood inclusion: A summary. Chapel Hill:

The University of North Carolina, FPG Child Development Institute.

2.      Acherman. D.J., & W.S. Barnett, 2005. Prepared for kindergarten: What does

“readiness” mean? NIEER Policy Report. Online:   http://nieer.org/does/index.php?DocID-121

3.      Bowman. B., & E.K. Moore.eds. 2006. School readiness and social-emotional

Development. Preparing for cultural diversity. Washington, DC:

National Black Child Development Institute

Part 3:

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/
     

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.) 

• YC Young Children
• Childhood
• Journal of Child & Family Studies
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