Course Resources: Foundations in ECE

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
  
  Note: The following article can be found in the Walden University Library databases.
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al.  (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
  Use the Academic Search Complete database, and search using the article's title. 

Part 2: Global Support for Children’s Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
• World Forum Foundation http://www.worldforumfoundation.org/wf/about.php
  This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 
• World Organization for Early Childhood Education http://www.omep-usnc.org/
  Read about OMEP’s mission.  
• Association for Childhood Education Internationalhttp://acei.org/about/
  Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

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 Childrenhttp://www.naeyc.org/
• The Division for Early Childhoodhttp://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Familieshttp://www.zerotothree.org/
• WESTEDhttp://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letterhttp://www.hepg.org/hel/topic/85
• FPG Child Development Institutehttp://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conferencehttp://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/
     

  

Additional Resources:

·         Child Trends: School readiness.

http://www.childtrends.org/_catdisp_page.cfm?LID=A9ED4ABF-6477-45ED-8BCEE3A479A8D0D4

·         Center for the Developing Child – Harvard University

http://developingchild.harvard.edu/

o   Early Childhood Innovation Partnership: Reducing Developmental Barriers to Learning. Retrieved March 30, 2011.

·         Birth to Five Policy Alliance

http://www.birthtofivepolicy.org/

http://www.naeyc.org/files/naeyc/file/policy/toolkit.pdf
Advocacy tools Chapter1 (pages 3,4) Chapter 3 (pgs. 15,16)

http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894979/educ6005_readings/naeyc_codeofethicspdf.pdf

NAEYC code of ethics.

Words of Inspiration and Motivation

" I had I think a built in passion that it was important to make a real contribution to the world and to fix all the injustices that exist in the world."
Louise Derman- Sparks
Professor Emeritus
Pacific Oak College, CA

"Its also, dare I say feminist work, because I want women to have choices.  While I believe fiercely in early childhood education and strong child care policies, and I think they should be available for everyone. I also believe woman should have a choice, and one of those choices should be not to use child care, stay home with their child if they want.  So I think a lack of family policy in this country is an issue."
Renatta M. Cooper
Program Specialist
Office of Child Care
LA County Chief Admistratives Office

Quotes taken from
Video Program: “The Passion for Early Childhood”
Five early childhood professionals share passion, motivation, and commitment to the early childhood field.

Books by Dr. Stanley I. Greenspan

 

 written in conjunction with other Authors



Dr. Aisha Ray

 Dr. Aisha Ray has helped the Early Childhood Field through her extensive research. The paper is called:

  Preparing Early Childhood Teachers to Successfully Educate all Children: The contribution of State Boards of Higher Education and National Professional Accreditation Organizations.

Here are two excerpts from a paper,

 "A growing consensus acknowledges that teacher preparation and professional  development must help all teachers gain knowledge and practice skills that contribute to

the educational achievement of all children (Ladson-Billings, 1999; NAEYC, 2002; Ray,2000)."

 further into the research paper

"Throughout this paper we have asserted that the developmental and educational needs of children with seven characteristics—race, ethnicity, culture, language, immigrant status, special needs and social class—need to be placed at the center of early childhood teacher standards; that their developmental and educational needs must be defined and understood from cultural and ecological perspectives; and that research suggests that teachers need specialized knowledge to contribute to positive educational outcomes. A new conceptualization of teacher standards should identify these areas of specialized knowledge competent teachers need to have for children with these characteristics (e.g., culture) and multiple characteristics (e.g., culture, social class, language)."

http://www.plan4preschool.org/documents/contributions-state-boards.pdf:

To find out more about Dr. Aisha Ray and other research she has done. www.erikson.edu/default/faculty/faclistings/aisha_ray.aspx

              

So many teachers have benefited from her work.  We all go to college and know we are following the standards set before us, but how many of us consider the work of the people who have put these standards into place or are challenging the current ones to change to meet the needs of our changing world?



Personal Childhood Web

"Children are like wet cement. Whatever falls on them makes an impression.
- Dr. Hiam Ginnot

I love this quote, it reminds us how impressionable children can be.

I love this book for for many reasons, it's a book children can grasp,  they understand the relationship between the color of skin and different foods she relates to our skin. Yet, we are all the same in many ways, we have friends, neighbors, and family we love. We all share feelings, a beating heart, etc.  I use this book at the beginning of every school year when we talk about self awareness and building a classroom community.  One of the best activities we do is look at each others skin and try to compare it to the foods in the book, then I show them how we all have 4 colors in our skin,( I use the word pigment) but the combination is different for each of us.  I use white, red, yellow, and black paint to illustrate what I mean mixing the colors to try and match my skin.  I then have the children do the same thing allowing them to experiment with the paints until they have a color they think looks like their skin. Then they paint a paper plate. We later add our hair, eyes, nose, and mouth.  These stay in our class the whole year. Love it!

Value of Reflection