NAEYC Code of ethical conduct and statement of commitment
1) Appreciate childhood as a unique and valuable stage
of the human life cycle
2) Base our work on knowledge of how children develop
and learn
3) Appreciate and support the bond between the child
and families
The Division for Early Childhood Code of ethics.
1. We shall honor and respect our responsibilities to colleagues while upholding the dignity and
autonomy of colleagues and maintaining collegial interprofessional and intraprofessional
relationships.
2. We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues
with whom we work recognizing their unique contributions to children, families, and the field of
early childhood special education.
3. We shall honor and respect the diverse backgrounds of our colleagues including such diverse
characteristics as sexual orientation, race, national origin, religious beliefs, or other affiliations.
I work with children and families every day therefore these code of ethics are important and are followed by me!
I agree, we should honor and respect each other's ideas, rights, knowledge and so forth. We all can learn from one another. There is always room for growth and learning, those are two things that wil never get old.
ReplyDeleteGreat Postings!
Thank you for your wisdom and knowledge shared during these 8 weeks of class. I appreciate your thoughtfulness and desire to share your ideas to help your peers further their studies as well as be more dutiful teachers. It is my heartfelt desire that you continue to grow stronger in your field of study as you lead and guide our future leaders of tomorrow.
ReplyDeleteI bid you great luck in all that you do and may God bless you.
All the best,
Sierra Isler
Tiffany,
ReplyDeleteThank you for all of your support throughout this course! Good luck in whatever comes next and maybe we will meet again in our next course! Enjoy... ~Danielle
The child is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred.
Always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and at Christmas.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.
-Loris Malaguzzi
Founder of the Reggio Emilia Approach