Ethics in Early Childhood

Ethics are a group of rules that govern conduct.  Ethics are developed and evolve over time and are the result of intrinsic and extrinsic perspectives.  We have our own set of ethics that govern our day to day interactions with family and friends.  As professionals we also have guidelines or ethics to promote uniformity in understanding and practice.

The process of reviewing and selecting three of the most meaningful “rules” from the Code of Ethics drafted by respected associations such as the National Association for the Education of Young Children and the Division of Early Childhood is a difficult task.  However upon much review and consideration relationships advocacy and ethical practice are three areas that are most meaningful.

 

 

Relationships

Recognise that children and adults achieve their full potential in the context of relationships that are based on trust and respect. (NAEYC,Code of Ethical Conduct and Statement of Commitment, 2005)

Relationships are the basis of all successful interactions.  Families trust professionals to be supporting their children to maximize the child’s potential.  To ensure and maintain trust, professionals must provide a safe and caring environment where developmentally appropriate practices are evident.  Professionals must exhibit respect to ensure that families develop meaningful and engaging relationships; providing feedback to and learning from professionals.

Advocacy

 We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives. (The Code of Ethics of the Division for Early Childhood (DEC), 2009) 

This is important for multiple reasons.  It is critical that all children with exceptionalities and their families are respected and valued within a inclusive environment.  To me this means that the environment is most enabling for the child to reach their maximum potential.  This is also an environment where families’ voices and perspectives are heard, respected and guided.   Often, universally differentiated strategies used to support children with special needs benefit  all children.

Ethical Practice

We shall use every resource, including referral when appropriate, to ensure high quality services are accessible and are provided to children and families. (The Code of Ethics of the Division for Early Childhood (DEC), 2009)

To me this means professionals are obligated to be informed demonstrating developmentally appropriate practices, ethical interventions in conjunction with the individual child’s strengths and needs.  To ensure that this occurs, staff must be aware of developmental milestones, select appropriate evaluative tools and assessment process.  This will ensure that internal interventions or community based referrals are informed and appropriate and timely.

 

 

 References

Feeney, S., & Kipnis, K. (1989). NAEYC Code of Ethical Conduct and Statement of Commitment. Young  

Children, 45(1), 24-29.

 

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

Wealth of Resources

 

With the title of educator, there are many roles and responsibilities that one must assume.  We must be prepared for the unexpected. It may come in the form of a child or family need.  Sometimes we do not have the answers and need to network to find solutions; developmentally appropriate practise to support individuals with diverse needs.  We look to families for guidance and cues, and they are looking to us for the same.

We have all learned that one of the best resources is "the teacher next door". To help us all become "the teacher next door" here are some, go to websites.  They contain exemplary strategies for professionals or to share with families. 

EARLY CHILDHOOD ORGANIZATIONS

National Association for the Education of Young Children
http://www.naeyc.org/

 

 Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/

The Division for Early Childhood
http://www.dec-sped.org/

 

Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home

       National Institute for Early Education Research http://nieer.org/

 

 

 

 

 

WEB BASED RESOURCES

Literacy and Technology

Literacy Backpacks ( Create take home resources to promote literacy within the home – best to use low cost replaceable resources in case they are not returned to school). 

 

http://hercules.gcsu.edu/~cbader/5210SPED/FLB.htm   

Board Maker and Board Maker Share (Limited free time trials for creating visuals support in the early education environment or family homes..  Board Maker Share has visual schedules, games and social stories that are free and downloadable).

http://www.mayer-johnson.com/downloads/trials/

http://www.boardmakershare.com/

Itchy's Alphabet (Literacy Program that focuses on learning most commonly found letters in the alphabet first.  Lower case letters are also learned prior to upper case. Program promotes phonemic awareness through multimodal forms of learning. Story resources, songs, computer programs and movement activities are components of the program)

http://www.itchysalphabet.com/

 

PROMOTING SOCIAL EMOTIONAL REGULATION

Sensory Integration and Sensory Processing Disorder

Have a child that seems to be reactive to environment, loud noises, hitting or running into others?  This site has great ideas that can be shared with families and other teachers.   This helps to improve awareness.  There are assessment tools, and ideas/recipes for play based activities such as play dough. 

Caution Sensory Processing Disorder should be assessed by an Occupation Therapist.  Do not use weighted items with children without OT consultation and recommendations.

http://www.sensory-processing-disorder.com/sensory-integration-activities.html

 

 References

http://www.google.ca/imgres?imgurl=http://gameaccess.com/wp-content/uploads/2011/08/the-power-of-play1.jpg&imgrefurl=http://gameaccess.com/2011/08/the-power-of-play/&h=265&w=382&sz=23&tbnid=1kNYdfJVe5cG9M:&tbnh=92&tbnw=133&zoom=1&usg=__NP_XCbZJgWSUJs21_Ck_O48gK6M=&docid=-w_T0y6rcFF3JM&hl=en&sa=X&ei=caOyUN7lF-SzygHsooH4Bw&ved=0CDUQ9QEwAg&dur=387

 http://www.google.ca/imgres?num=10&hl=en&tbo=d&biw=1360&bih=760&tbm=isch&tbnid=cGrw5O5twa-uTM:&imgrefurl=http://www.keystonepediatric.com/serv_ot.html&docid=488eDpC3hwbrcM&imgurl=

http://www.keystonepediatric.com/images/SPD.jpg&w=1456&h=951&ei=SqWyUMHVCbGgyAG_voDoCQ&zoom=1&iact=rc&dur=110&sig=100623885915700844833&page=1&tbnh=146&tbnw=224&start=0&ndsp=29&ved=1t:429,r:14,s:0,i:129&tx=86&ty=73

 

 

 

 

Why Do We Quote Others?

 For me quotes inspire and motivate.  The thought of the individual resonates as true for the many.  It sometimes feels odd that a stranger, a world or lifetime away, answers a question or presents a perspective that is similar to mine. 

 

"Some proponents of more academically rigorous programs for young children view playing and learning as mutually exclusive, clearly favoring "serious" learning and wanting teachers to spend more time on specific academic content.  But do play and learning have to compete?"

Elena Bordova and Deborah Leong Ph.D.

 

 

 

“ I think that my passion comes from wanting to make a difference.  To me making a difference may sometimes be helping one child to be successful in the classroom.”

Raymond Hernandez

 

 

 

 

“I wanted to be a teacher because I had a built in passion.  It was important to me to make a real contribution to the world”
 

Louise Derman-Sparks

 

   

 

 

 

“Early educators know that the foundations to learning are rooted in relationships.”

Marc (Tatanasci) Lalonde



References

 

Bordova.E. & Leong.D.J.(2003, April). The Importance of Being Playful.The first years of School.60(7), 50-53. Retreived from http://prek.spps.org/uploads/importanceofplayful.pdf

Laureate Education, Inc. (Producer). (2012).    https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1958966_1%26url%3D

Lalonde (Tatanasci) Marc (2012, Summer) Re:."Scial Emotional Learning in the Early Years: Why Qualtity Care is Needed Now More Than Ever".  Retrieved from http://www.ecebc.ca/resources/journal/2012summer/ECEBC_Summer2012_Social_Emotional_Learning.pd



 

Personal Childhood Web

Personal Childhood Web

 

As we mature, it is evident that we are products of our environment.  We are not carbon copies of our parents siblings or ancestors; however, their experiences have helped to form our identities in ways that we may not be cognisant of.   When creating this childhood web, I found myself becoming very emotional.  I am grateful for all the positive influences in my early years.  The web reflects only a handful of important people who I  cherish.

Children make your life important. ~Erma Bombeck

One of My Favorite Books for Young Children

http://www.janbrett.com/mitten_masks_main.htm

 

This is a Ukrainian folk tale that teaches the lesson of inclusion and interdependence.  On a personal level, it reminds me of my “Baba” and her caring and accepting nature.  I liked to use it in the classroom, for many reasons.

“The Mitten”, is about a young boy who loses a mitten, made by his Baba, in the woods.  While it is lost, a variety of woodland creatures enter the mitten until one of the cohabitants is accidental disturbed by another. 

This is a short story that engages young children.   Children are asked to select stuffed animals representing characters. This process supports comprehension and attention. Children who have receptive language challenges see the "animals" in 3-D. Those who have difficulty attending will often benefit from having a "fidget toy" to hold. The story is predictable and can easily be re-enacted. Children may be asked to, recall order and then add or remove their animals from a large white mitten. A felt board can also be used. It allows teachers to bring in language based concepts related to size, sequence and, categorisation. Count the animals that enter and exit the mitten reinforces numeracy development. Art and creative expression are supported as children have created “masks” to represent each character. We learn about fur and feathers. In the case where there are more children than animal characters, we become very creative and add multiples of species or brainstorm more animals that might be found in a forest environment. Short plays have also been presented where the children themselves represent the animals in the forest and enter an enormous mitten made out of bed sheets. The less confident children are always willing to enter the mitten with a friend. Introducing and re-enacting the story, it in many different ways addresses diverse learning styles and provides inclusion for all children regardless of abilities.

 

“While we try to teach our children all about life, our children teach us what life is about.”

By William Saroyan

This is a picture created by our son, Zach, when he was 3 ½ . He painted it after a family skate. He and I were learning how to skate and I was out of control for most of the afternoon. His Dad, who is a strong skater, is in the middle, assisting both of us.   Zach depicted himself skating(green), me falling (purple) and his father (brown) helping both of us, with a few brush strokes. 

He later commented that the best thing about the afternoon was drinking the hot chocolate afterwards.   Currently, he is a very good skater.  He still wants us to have hot chocolate  together, after every skate.

 

 

 

 

 

 

 

 

 

Welcome to Grow2

This blog reflects both my personal and professional perspectives related to growth and development. In addition to the children who we are supporting, we too are growing in myriad ways on a daily basis. Some of us may be growing mentally, some physically.

The name Grow2 mirrors the personal development that I experience while working with children and staff who support them. I am motivated daily, to grow to meet the needs of our school. These needs could involve improving administratively or collaboratively with parents or coworkers within a multidisciplinary environment. Grow2 will also provide insight into my journey as an online learner.

Grow2 reflects my personal interest in family, nature and the country lifestyle. As I look at our son, I see extraordinary things. Regularly we reflect about the days when he was a toddler. It is impossible to remain in that place for long when we return to his current experiences as he enters Grade Eight and adolescence. Living in the country allows me the opportunely to balance the demands of my professional life. Even when typing this blog, I am able to look out the window, at a row of willows, and watch a grouse picking at objects in snow. Our family can look out of every window of our home and see the efforts of my ancestors labour as well as our own.

Grow2 encourages and invites other educators and learners to share their ideas in efforts to improve the lives of the children that we work or live with. I am truly fortunate to see the great work that teacher do on a daily basis, within our school. However, I am always curious about the work that others do. There is always a synergism when teachers get together to share ideas.

 

Enjoying a rainy day outside.