Examining my Ideals
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. (NAEYC, 2005)
As an early childhood professional, my first and foremost responsibility is to the child. I wish to create a safe and nurturing environment that will promote each child's successful development. In doing so, I hope my influence will build the foundation of a lifelong learner in every student in my classroom.
We shall respect, value, promote, and encourage the active participation of ALL families by engaging families in meaningful ways in the assessment and intervention processes. (Division of Early Childhood, 2000)
The partnership between the family and the school is essential in developing a successful learner. Every family should be included in their child's education. As professionals, we must consider cultural and religious beliefs as well as find ways to communicate effectively with each individual family. In doing so, we are developing a collaborative partnership that will enhance parent involvement and student development.
We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others. (Division of Early Childhood, 2000)
As educators it is important to remain aware of current trends, research, and data that are in the area of early childhood development. Children are constantly changing and as professionals we must change with them in order to encourage their development. We must remain open and flexible to new ideas that will support student growth.
References
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved on August 7,
2012 from http://www.dec-sped.org/
NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved on
August 7, 2012 from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
