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Chapter 13 Slides
- 1. Chapter 13: Contributing tothe 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 andAdministering 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 andAdministering 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 andAdministering 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 andAdministering 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 andAdministering 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 andAdministering 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 andAdministering 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 andAdministering 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 andAdministering 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.