Wednesday, December 22, 2010

Thank you

Dear Colleagues,

Thank you for all of the knowledge you shared with me over the last eight weeks. Thank you for the encouraging stories or words that some of you shared with me. Thank you for the motivation you gave me to be the very best early childhood professional. Thank you for inspiring me to be an advocate for young children. I wish you all the very best in your future endeavors, and hopefully we will cross paths again! Happy holidays!

Tabitha Krueger
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Saturday, December 18, 2010

Codes of Ethics

I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignityand their contributions.

The environment that we set up for the children in our class or center is extremely important. Children that feel safe are more likely to learn to their full potential. A safe, enjoyable learning environment will stimulate their social, emotional, and cognitive development. This is one of the most important ideals talked about in the article.
I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.
It is very important for a child care professional to understand that each child is different. Each child brings unique qualities to the classroom, and it is the educator’s job to foster those qualities and abilities through a variety of activities and experiences in the classroom. Children learn from each other and the fact that each child brings different characteristic to share is what makes it a uniquely diverse world.
P-1.7—We shall strive to build individual relationships with each child; make individualized adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program.
We have already read the research about the importance of relationships. Young children experience life through relationships and these relationships affect every aspect of their development. As an educator, we need to take the time to create a personal relationship with every child. If you have this relationship with the child, it is easier to understand the adaptations that need to be made curriculum for that child to be successful. Children who have warm, loving relationships with a child care provider enjoy learning!

P-2.13—We shall maintain confidentiality and shall respect the family’s right to privacy, refraining from disclosure of confidential information and intrusion into family life. However, when we have reason to believe that a child’s welfare is at risk, it is permissible to share confidential information with agencies, as well as with individuals who have legal responsibility for intervening in the child’s interest.
Every family within your care deserves to have their personal information about their family and children kept private. As a parent, I appreciate the fact that information regarding my child is not made available to anyone who wants it. However, if a child care provider feels that the child is being harmed in any way, it is his/her responsibility to share that information with the right authority.
I-4.2—To promote cooperation among professionals and agencies and interdisciplinary collaboration among professions concerned with addressing issues in the health, education, and well-being of young
children, their families, and their early childhood educators.

As a future center owner/leader, this ideal will be important to me. I want to promote collaboration between the educators within my center, community organizations, and the  local college and university to provide a highly qualified education for the children in my learning center.
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Saturday, December 4, 2010

EDUC 6005: Early Childhood Resources

Class Resources:


  • NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603355/educ6005_readings/naeyc_dap_position_statement.pdf





  • 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/~images/pdfs/snapshots/snap33.pdf




  • 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:

    Additional Resources:

    http://www.childcare.net/

    The First Days of School: How to Be an Effective Teacher by Harry Wong and Rosemary Wong

    http://www.preschoolrainbow.org/resources.htm



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