Early Childhood

1. Chapter 13:
Contributing to the
Profession
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis

2. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Characteristics of Professions
• Practitioners possess specialized knowledge
• Enforce rigorous requirements for entry
• Follow standards of practice
• Fulfill a social need
• Practitioners are altruistic and service-oriented
• Provide an indispensable service
• Autonomous – control entry into the field, regulates
itself
• Guided by a code of ethics

3. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Where does Early Care and
Education lie on the professional
continuum?
Paradigm Professions
i.e. doctors, lawyers
Unskilled
Workers

4. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
NAEYC Code of Professional Ethics
• 1st
adopted in 1989
• Revised in 1992, 1997, and 2005
• Reaffirmed and Updated, 2011
• Supplements extend the Code
– Adult Educators (2004)
– Program Administrators (2006)
○ Reaffirmed and Updated, 2011
NAEYC resources help
practitioners apply the Code.

5. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Becoming an advocate
• Individual advocacy
–Advocacy for specific children or families
–Sharing your informed views with individuals or
groups
• Collective advocacy
–Public policy advocacy
–Private-sector advocacy

6. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
What are the contents of an
advocate’s toolbox?
• Position statements of professional organizations
• Briefing papers
• Talking points
• Key facts handouts
• Concrete examples to demonstrate the importance
of your issue/ recommendation
• Action alerts

7. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Important Reminder!
• Some agencies or organizations do not permit their
employees to take a public stand on controversial
issues.
• Be certain you are following your employer’s policies
related to advocacy activities.
• If you can’t speak out publically you might share
information with friends and family – they might
become inspired advocates.

8. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Helping others enter the profession
• Be a resource for potential early childhood
professionals
• Welcome student teachers, interns, etc.
• Mentor novices
• Encourage emerging leaders

9. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Contribute to the profession by
welcoming research
• Be certain research has been approved by an
appropriate Institutional Review Board (IRB).
• Review procedures to obtain consent and ensure
privacy of participants.
• Encourage classroom-based action research to
improve practice.

10. 13-
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Contribute to the profession by
welcoming research
• Be certain research has been approved by an
appropriate Institutional Review Board (IRB).
• Review procedures to obtain consent and ensure
privacy of participants.
• Encourage classroom-based action research to
improve practice.