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“We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.” (DEC, 2000)
“To recognize and respect the unique qualities, abilities, and potential of each child.” (NAEYC, 2005).
These statements speak to the importance of treating all children with respect, as they are individuals with potential and a variety of abilities, with strengths and areas of vulnerability. We should not behave towards them as if they are all equals, as they are unique in their own ways, but instead honor their differences as individuals and strive to support them based on what they need as individuals. We should treat each child with equality in mind, making sure each and every child and family receives what they need and deserve in order to live up to their potential and experience success. No child should feel as though they are disrespected or not seen as a human being, no matter the difficulties they (or we) face.
“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.” (DEC, 2000)
This ideal is important to me as a professional because it underlines the importance of collaboration with colleagues and outside resources. As an advocate and a professional, it is important to continually stay abreast of current research and issues in the early childhood field so we can consistently provide high-quality services to children and families. It is also important that we are open to new ideas and suggestions, as that is also a way to grow as professionals and improve services provided to children and families. The overall goal is to help children to grow and flourish, which requires collaboration, continual learning, and an open mind.
“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.” (DEC, 2000)
Because the early childhood field focuses on the whole child, professionals must work together in multidisciplinary teams to ensure it is the whole child who is getting served. A professional realizes that he or she does not know everything there is to know about everything a child may need to experience success. By drawing upon others’ expertise as well as my own, I can ensure that the children and families I work with receive high-quality resources and care. After all, it takes a village to raise a child!
“To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children.” (NAEYC, 2005)
As much as we work with children in the classroom or center, the majority of what they learn and experience comes from the home. Much research has been done on the impact of family and home life on children’s overall development. Because of this, it is important as a professional to support families as much as we support their children. Though support will look different from family to family in regards to intensity, resources and assistance programs, and education, it is still an important component that should be addressed by professionals in the early childhood field. Families send us their best children, and do the best they know how in raising their children. Just as we respect children and their individuality, and build on their strengths, we need to respect and support their families. When we open our minds to the different ways families problem-solve, offer support, and care for each other we demonstrate that they can open their minds to accept help and support from us.
“To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.” (NAEYC, 2005)
As professionals in the early childhood field, a collective goal is to help families and young children so children can experience success throughout not only their school career, but throughout adulthood as well. Not only are we working to help children and families as individuals, but we are working to create a world that is safe for future generations. In working towards a safer world overall, we work to break the cycles that at-risk children may fall into more easily, and thus working towards a long-term goal. As my mother, a special education teacher, has always said, “We should work as though we are trying to put ourselves out of jobs!” meaning that we do as much as we can to help children and their families experience long-lasting success.
References:
Division for Early Childhood. (2000, August). Code of ethics. Retrieved from http://dec-
sped.org
National Association for the Education of Young Children. (2005, April). Code of ethical
conduct and statement of commitment. Retrieved from
I agree 100% about the importance of treating each child as an individual. This includes respecting their individual learning styles, too. All too often, children's individual needs are put on the back burner, because early childhood educators are afraid of going "off schedule." It's interesting that you brought this up, because I was consulting in a preschool this Monday... the concern of the teachers was that they were having a challenge of staying on-top of their specific lesson plans, especially since their director expected them to follow the plans precisely. My response was "good, I'm glad you are not following it specifically." They were actually afraid of deviating from their lesson plans in order to meet the needs of their children. So, I asked the teachers what they would do if they were reading a story but had lost their children's attention. One teacher responded, "if it was on the lesson plan, we would just keep reading." This really made an impression on me. Things that I "expect" are happening in the classroom, might not actually be. I think there is a need for us to become advocates for curriculum planning. If we cannot change an activity, how can we possibily meet the indidivuality of our students. You've given me even more fire to explore this concept. Thanks!
ReplyDeleteHi Caroline, this is a great post! There was one thing you mentioned that struck me as very important; staying open to new ideas and concepts to meet the needs of each child and to continue to grow as educators. In my experience, so many teachers that have been in the field for so long stop learning and assume they know it all since they have completed their degrees so many years ago and worked in the field for so long. As an adult returning to school in my 40's, I have seen so many teachers stop wanting to learn new practices and just do the same things year after year and compare children to those they have had in the past. Even though our teaching experiences are great resources to draw upon, there is so much research and so many new concepts and approaches to be considered that we cannot just call upon past experiences. We need to be actively learning every day and striving to be the best teachers we can be. It makes me so sad to see teachers stuck in that rut and not having the desire to grown more.
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