ECED/123: Staff Development Project

Any individual who comes into contact with children in their daily line of work “has a duty to safeguard and promote the welfare of children”.

The NAEYC Code of Ethical Conduct is knew for providing guideline to early childhood providers in moral and ethical sense. Early childhood educators need the NAEYC Code of Ethical Conduct to protect children and their families’ rights. The Code of Ethical Conduct allows to every child regardless of his/her religion, native language, and development differences. In Section 1: Ethical Responsibilities to Children is intensive time for young children. Early childhood education left lasting effect on children growth and development.

Some things change, some things stay the same. The National Education Association (NEA) adopted a code of ethics in 1975 (Strike & Soltis 2009, p. viii). While this code still upholds many concerns that educators face today, it is important to make sure that a code of ethics is a breathing document. It must adapt and change with the changing of time. Strike and Soltis (2009) reference the code of ethics quite regularly throughout the entire book. It is first introduced in full at the beginning of the book. Looking over the code, it is important to remember that much has changed since it was first adopted. While all of the code still applies, it is necessary to add to the code to make it acceptable for the twenty-first century.

The NAEYC Code of Ethical Conduct was developed to uphold the application of core values, ideals, and principles to assist teachers’ decision-making about ethical issues. The Core Values of the NAEYC Code of Ethical Conduct is based on the foundation of the field's commitment to young children. It is noteworthy that all seven of the Code's Core Values directly address our commitment to children:

2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children

All work with children should be underpinned by the principles and values as stated in the National Occupational Standards in Children’s Core Learning and Development. These principles and values are stated below:

Have you ever noticed how tired some kids are in school? Have you noticed that the students can’t focus on their work? Have you noticed that they are up late trying to finish their homework? Well, I have the solution. I think that we should have nap time in school. With naptime, students will be able to function more easily and to a higher standard. As Anton Anderson, a high school teacher from Connecticut said, 20 extra minutes a day isn’t a substitute for 8 to 10 hours of sleep every night, but it does recharge the batteries. If 20 minutes does this much, think about what 40 minutes could do.

Pages 1-17 of the attachments highlight several PowerPoints used in the LEA 302 class that directly mention or relate to ethics. These sections of PowerPoints were taken from seven different PowerPoints used throughout the duration of the LEA 302 course. This number represents roughly half of the total presentations given during the entire class. The excerpts I have attached to this petition are only those that directly discuss ethics. Pages 1 through 11 of the attachments contain examples of slides that discuss ethics. Pages 12 through 17 represent an entire PowerPoint devoted to analyzing ethics and leadership. If one were to look at some of the other PowerPoints used for the course that were not included as attachments, one would also find many topics/information that relate to or have undertones of ethics. The attachments presented, again, represent only those slides that directly mention or discuss ethics (or topics related to ethics). I am more than willing to provide all PowerPoints in their entirety for this committee to look over. The book for this class also discussed leadership ethics in almost every chapter (if proof of this is needed, I would again be willing to find a way to get this proof to the

Furthermore, parents of children with behavior problems tend to experience a high level of stress due to referrals and negative interactions with the school. Preschool teachers are presented with an additional set of issues related to classroom management and discipline. Parents can view the problem as the teacher’s lack of classroom management or relationship building skills. Whereas the teacher may view the issue of discipline as the parent’s responsibility and may feel there is a need for the development of parenting skills. This study will explore what factors are significant to how teachers and parents interact with preschool children with aggressive behavior

“But that's not fair”, I whined to my mother, as I did before every single nap I took as a child. But of course my mother would have none of it and commanded me up the stairs to my room. I always got frustrated after these short altercations with my mother, partially because I never won an argument (and probably never will), and partially because I thought of naps as wasted hours of play time. What kid would want to be stuck inside when there’s a whole world to explore? But because I had no say

This client project was established by several members of Clemson University’s Staff Development Program Steering Committee, and organized by Professor, Dr. Tharon Howard, as an assignment for the course English 8570: Digital Rhetorics Across Media. Along with several of my peers, we utilized Adobe Premiere Pro CC to create a video that encourages influential administrators of the university to continue to support the funding of the Staff Development Program.

Sam, a four year old preschool student, has been identified as an “at-risk” child after a referral from his teacher. The student exhibits anti-social behaviors, temper tantrums and aggression toward students and teachers. How has the teacher come to the conclusion that this child was indeed “at-risk”? Who will this referral be sent to? How will this child be helped? Through studies on young children in a variety of structured settings, numerous factors have been identified that lead children to become offenders. Organizations have begun implementing programs to determine the best way to help

classroom teachers lacks significantly, especially when the child is in some inclusion classes (Costley, 2013). Therefore, using the Ethics of Care framework, this solution would not allow Mrs. Miller to be responsible, competent or responsive. This article demonstrates specifically the responsiveness deficit in educational systems.

Image if there was a child who was yelled at and bullied constantly: his mom yelled at him for every mistake, his teacher yelled at him for misbehaving, his siblings slapped him daily for being annoying, and the kids at his daycare would knock down his blocks and make fun of

Another reoccurring incident I observed during my placement was the conversation and treatment of aggression among the children. On the first day of my placement I observed two boys getting into a fist fight over the “best” toy truck. Because physical forms of aggression are more common among males the fact that they were fighting was not surprising to me. Just like the storyline of many fist fights occur these boys started by shouting at one another and quickly proceeded to start hitting and punching one another. As expected one of the main volunteers quickly came over to settle the argument between the two boys. She told the boys to stop fighting and that they needed to separate from one another for awhile. This incident did not