NAEYC Code of ethics ideas that are significant to me and why:

Ethical responsibilities to Children

I -1.3—To recognize and respect the uniqueness and the potential of each child.

• As a teacher of young children, I treat each child as an individual academically, socially, emotionally, and culturally.  I have seen many teachers attempt to make their students all learn in one style, or try to force them to conform and be just alike.  I do not believe in this! I believe that our differences are what make us special and should be embraced and celebrated!

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

• I believe in teaching to the whole child, not just their academic performance.  I see this as my responsibility and duty as a teacher.

Ethical responsibilities to Families

I -2.1—To develop relationships of mutual trust with families we serve.

I -2.3—To respect the dignity of each family and its culture, customs, and beliefs.

• I feel that these go hand in hand.  It is imperative to create a trusting relationship with the families of my students.  This is their first experience with our school, and first impressions are important!  Parent’s need to trust the schools in order to instill values of trust and importance of school into their children.  In order to foster mutual trust and respect, culture must be honored!

Ethical responsibilities to community and society

I -4.5—To promote knowledge and understanding of young children and their needs. To work toward greater social acknowledgment of children's rights and greater social acceptance of responsibility for their well-being

• It is important to work in partnership with the community in developing the whole child.  The community must lend it’s help to the schools, and in turn, the schools must lend it’s help and respect to the community it serves.

Early Childhood Resources

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

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

Association for Childhood Education International (2010) http://acei.org/about/, Retrieved November 29. 2010

Voices for America’s Children http://www.voices.org/pages/page.asp?page_id=22807

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

Additional Resources:

The Power of Guidance- Teaching Social-Emotional Skills in Early Childhood Classrooms

By, Dan Gartrell

This book was required for an undergrad course which I took, and I have found it very helpful in my teaching.  It provides information and insight on young children’s behavior and how to better understand and manage it.

The Read-Aloud Handbook

By, Jim Trelease

This book is full of information and research about why reading aloud to children is so important for development and literacy skills, as well as strategies on how to make it most meaningful.  However the most useful part to me is over 125 pages of suggested read-aloud books divide up into categories.  Each book includes the title, author, illustrator, suggested age for use, and a brief description.  A very useful tool for any teacher!

The following are websites that I use constantly in my teaching.  The first 2 are created by teachers, and I use often to help come up with ideas in teaching specific concepts are teaching different themes.  The last is from a reseach center in Florida.  I use this site primarily for interventions for students who are stuggling and need extra support.  All are GREAT resources!

http://www.kellyskindergarten.com/

http://www.jmeacham.com/

http://www.fcrr.org/curriculum/studentCenterActivities2005.shtm