The three areas are, ongoing
education of oneself including self-reflection within the field, advocating for
the families we work with and having respect for all children and families. Ongoing education requires one to stay
abreast of current issues and studies in the early childhood field. The more knowledge we obtain and resources we
acquire the better prepared we are to serve the families we work with. Part of the education process also requires
us to self-reflect, to comprehend why something worked or didn’t or what we can
do better next time. Through
self-reflection we are also able to process why we do what we do. Being familiar with and remaining current on
early childhood topics allows us to be a more effective advocate. When we know what is or could affect the
families we work with we are more prepared to be their voices or give them the
resources they need to speak up for themselves.
Lastly, having respect for the families we work with requires us to
build relationships with them and find out what it important to them. It involves making sure that they understand
what is happening within the classroom and that they feel like a partner in
their child’s education. . The following NAEYC ideals and DEC codes of ethics I have selected,
I
feel best represent these three areas that I chose to focus on.
NAEYC Ideals
I-1.1—To be familiar with the knowledge
base of early childhood care and education and to stay informed through
continuing education and training.
I-1.2—To 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.
I-1.9—To advocate for and ensure that all
children, including those with special needs, have access to the support
services needed to be successful.
I-1.10—To ensure that each child’s
culture, language, ethnicity, and family structure are recognized and valued in
the program.
I-1.11—To provide all children with
experiences in a language that they know, as well as support children in
maintaining the use of their home language and in learning English.
I-2.4—To listen to families, acknowledge
and build upon their strengths and competencies, and learn from families as we
support them in their task of nurturing children.
I-4.4—To work through education, research,
and advocacy toward a society in which all young children have access to
high-quality early care and education programs.
DEC Codes of Ethics
I. PROFESSIONAL PRACTICE
2. We shall demonstrate the highest standards
of personal integrity, truthfulness, and honesty in all our professional
activities in order to inspire the trust and confidence of the children and
families and of those with whom we work.
3. 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.
II. PROFESSIONAL DEVELOPMENT AND
PREPARATION
1. 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.
III. RESPONSIVE FAMILY CENTERED PRACTICES
4. We shall advocate for equal access to high quality
services and supports for all children and families to enhance their quality of
lives.
Responsive Family Centered Practices
1. We shall demonstrate our respect and appreciation
for all families’ beliefs, values, customs, languages, and culture relative to
their nurturance and support of their children toward achieving meaningful and
relevant priorities and outcomes families’ desire for themselves and their
children.
Article: NAEYC. (2005, April). Code of ethical conduct and
statement of commitment. Retrieved June 18, 2015, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Article: The Division for Early Childhood. (2000, August). Code of ethics.
Retrieved June 18, 2015, from http://www.dec-sped.org/
