“1-1.2—To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as on particular knowledge of each child” (NAEYC, 2005). When a program is practicing on outdated knowledge they are hindering the growth of the children, families, staff, establishment and immediate community. When programs are putting in action current, effective teaching strategies, relationships, classroom environments and advocacy they are strengthening the child and teacher, increasing the parental knowledge, and are being a model of best practice that a community is proud of.
“1-1.4—To appreciate the vulnerability of children and their dependence on adults” (NAEYC, 2005). The acute awareness of this vulnerability and dependence is important in ways that are beyond what many of us grasp. How children are nurtured and disciplined are two aspects (within vulnerability and dependence) that create how their nervous system functions and how they feel about the world around them.
“We shall respect families’ rights to choose or refuse early childhood special education or related services” (The Division, 2000). An empowered family with the love and knowledge of what is best for their child brings to many doubtful people miraculous outcomes.
References
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
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/
http://www.dec-sped.org/
