The Division for Early Childhood (DEC)
II. Professional Development and Preparation
2.We shall continually be aware of issues challenging the field of early
childhood special education an advocate for changes in laws, regulations,
and policies leading to improved outcomes and services for young children
with disabilities and their families.
National Association for the Education of the Young Child (NAEYC)
Section I - Ethical Responsibilities to Children
I-1.8 -- To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
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.
Inclusion comes to mind-a word often used but rarely without a teacher gritting her teeth at the thought. In early childhood, we get it all, inclusion at it's best. A child who's never been to grandma's, never been to daycare, church, the grocery, and a library (what's that). Mom and Dad, bother and sister may be all they know. For some even play can be difficult. I enjoy working with the pre-k special ed teacher on staff with me. We are able to share ideas to improve the education among all early childhood classrooms. I serve children with disabilities just as she does. If testing is needed then referrals are made but I try to exhaust all options first.
Speech, is big among the early childhood children. This is a challenge at this time among early childhood professionals. In pre-k to give speech services or not to give speech services, is it just developmental delays? It maybe it may not be. This year the students I work with that I felt needed help with speech beyond my ability to help are being tested. For the last five years help in speech as been hard to come by. I believe this students will benefit from this service and feel better about themselves because of it. These services and others are so important as this code of ethics states. We should continually stay informed about the laws and where we are headed so that services for young children with special needs remains available. In helping to make sure that happens we will need to advocate for the services we believe in. Inclusion is great but these students must not be cut short for lack of services.
NAEYC
Section I - Ethical Responsibilities to Children
I-1.6 -- 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.
Assessment in the Pre-k classroom is very different from higher grades. It doesn't or shouldn't involve much sitting. (NO sitting and testing) Assessment should be age appropriate and done through play. Assessment through play allows students to learn through discovery, which is very age appropriate. Not only should students not be sitting but it is also important for the teacher to assess while interacting with the child during play or through play. I like to see what my students will come up with. Sometimes I get the most out of watching them write their name on the window in science, or build a whole city and then describe where they live through play with blocks. Another favorite is to watch them be me and to see them teach themselves or a friend how to count or say their alphabet. These moments are priceless. It is important for assessment to make sure you are teaching what they need. Also,to make sure you are able to get or give them the help they need.
I-1.7 -- To use assessment information to understand and support children's development and learning, to support instruction, and identify children who may need additional services.
NAEYC
Section II - Ethical Responsibilities to Families
1-2.7 -- To share information about each child's education and development with families and to help them understand and appreciate the current knowledge base of the early childhood profession.
Advocating for early childhood education is so important and the more people involved the better. At the beginning of the year I have this discussion with my parents. I explain that among the things they will be receiving, there may be things about early childhood and ways they can help to keep programs going. I encourage my parents to attend everything possible and I am a real stickler when it comes to parent/teacher conferences. The following ethical ideal states why I feel this way about the conferences. Although I send home newsletters they don't always get read. Even though we have events at school the parents don't always come. This is my chance to talk face to face, one on one with each parent and family to let them know, their child can do it and they are going to make it. I can also really stress the importance of being involved in their educational journey. I do this during these other times but their attention may not be with me then. I always tell them we are in this together and with there help and a joint effort their child will do great things. I truly believe this and I try to instill that belief in my families.
1-2.8 - To help family members enhance their understanding of their children and support the continuing development of their skills as parents.
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved May 26, 2010, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from
http://www.dec-sped.org/
