There are so many colors in a rainbow! Celebrate them all!

This song and presentation is a beautiful example of providing endless possibilities and experiences for children.  There are so many beautiful colors in a rainbow, and so many varied and wonderful differences in children.  Let's celebrate their differences!

Developing "roots of empathy" in young children

The tragic and horrible events of what happened in the elementary school shooting in Connecticut have been on my mind constantly during the past few days.  In my profession as an early childhood educator and childcare center director, I am weighed down with the worry of protecting these children by not only providing a safe, loving and educational environment for the children in my care, but I also worry how I can help these little ones develop empathy and emotional maturity so that they too can be a positive influence on others.  What causes children, who are innately good and loving, to become aggressive, violent beings who would be capable of hurting or even taking a human life. From my coursework assigned readings, I learned about a program called "Roots of Empathy."  This program sounded fascinating to me, so I looked up their website and was very impressed with their mission, "To build caring, peaceful, and civil societies through the development of empathy in children and adults."  The goals of this program are essentially the same goals we want for all children living in this world of escalating violence and diminishing social morality:  to develop empathy for others; reduce levels of violence, aggression and bullying and promote children's pro-social behavior; to prepare students to be responsible citizens and responsive adults.  What better world would we live in if all people had empathy for others?  These angel children who lost their lives on Friday will not be able to have a future of "what ifs"....  let's do all we can to help the children in our care learn empathy and love for others so that they have a future built of caring, peaceful and civil societies.

 "The children light the footpath to the future.”
 - Mary Gordon, Founder/President, Roots of Empathy

Here is the link for the "Roots of Empathy" website:
http://www.rootsofempathy.org/

Effective Testing to Measure Children's Minds and Abilities

Developing national standards for academic achievement and providing educators a framework to meet those standards is a great theory.  All children deserve the same opportunity to have high quality education.  However, children develop and achieve in different learning domains at various rates and abilities.  Therefore, these standards and achievement measures need to be take a more holistic approach that allows for these differences in children.  Rousseau once said, "Study your children, for assuredly you do not know them."  This statement is powerful because there is no way we can make all children fit into a perfect, standardized box.  What works for one, will not work for all.  Some children may perform beautifully on an achievement test where they are required to fill in little bubble dots with pencil, while others become unfocused and overwhelmed merely with the task of making sure the dot is completely and sufficiently colored.  Teachers are spending countless hours not only teaching children the topics which are tested, but also spend even more time teaching the children how to take the test properly.
     Another problem with national standards is that "states disagree with what they feel children should know and how they should learn it.  Many schools have recently cut parts of the curriculum (especially in subjects like art and music) in order to expand instruction in reading and math, in an effort to improve their chances in meeting the No Child Left Behind standards" (Berger, 2009).  This type of thinking suggests to the child that the only learning that is valuable is math and science - forget about being creative and artistic!  I have heard of some schools even taking recess out of the school day altogether, to allow more instruction time.  Early childhood professionals understand that learning domains often interconnect and support one another.  Eliminating these areas from a child's day will dramatically impact learning across all other domains!
     Japanese students have long out-performed students in the United States in the areas of math and science because children in Japan spend significantly more time in school and at home intensively studying to meet the government standards of achievement.  However, many parents and government officials have expressed disappointment with the outcomes of their students, not in the areas of math and science, but in their ability to develop metacognitive skills that allow them to think creatively and with independent thought!  In 2002, the Japanese government reduced curriculum by 30 percent to allow a more relaxed education with emphasis on learning to think rather than memorization of facts to perform well on standardized tests (Berger, 2009).  I believe this is a step in the right direction for Japanese children.  Students need to be given a balance in their learning and assessment, with direct instruction and standardized guidelines in core topics, but also an opportunity to explore areas of interest to them.  Testing should include opportunities to perform across all domains and in a variety of ways, including the use of portfolios to show growth through actual student work, observations in meaningful situations, and assessment that is given both formally and informally.  Special considerations should always be given for children with disabilities.  The most important thing to consider with any assessment should be: "What is the purpose and how will I use this information to help the child meet their developmental and educational goals more effectively?"  If the purpose is merely to compare how the child's performance aligns with those of other "normal" children...what is the point?

Berger, K. S. (2009). The developing person through childhood (Fifth ed.). New York,

NY: Worth.

Consequences of Stress on Child Development

All children deserve to grow up in an environment that is rich in love, culture, education, and experience.  They should be safe, nurtured, cherished, stimulated cognitively, and be free of stress and the burdens that adults have.  Childhood should be a time of discovery and happiness, joy and wonder, excitement and achievement.  Unfortunately, almost all children face some sort of stress throughout their childhood, whether it is parental divorce, moving to another location, disease or trauma, loss of a loved one, poverty, racism, or abuse.  All of these stressors can be devastating for a child and can impact them throughout their life.  As I reflect on my own childhood, I feel very blessed to have a fairly ideal upbringing - with parents who loved me, a good family support system, excellent educational opportunities, and in a geographical location that assured me freedom to enjoy a stress-free childhood.  My husband grew up in a less ideal family.  He was raised by hard-working parents who loved him, but they also had the stress of raising a very large family with very little money.  My husband remembers eating beans and beats frequently because that was the only food his parents could provide at times.  They often went without Christmas presents, treats and the desired things in life, but my in-laws loved their children, and taught them very high values, morals, and how to work hard.  My husband's family ended up moving several times throughout his childhood to look for better financial opportunities and work for his parents.  In regards to having the monetary necessities and stability, my husband's childhood would seem much less "ideal" than mine.  However, he remembers it as being happy and positive because he knew his parents loved him and they taught him to work hard and value everything they had.  My husband's sister grew up in the same physical environment as he did, however, she became the victim of  sexual abuse as a young teenager, which drastically effected her self-esteem and the course of her entire life.  She never told anyone about the abuse until this year, when her son also experienced sexual abuse and she advocated for immediate psychological treatment for him.  She never got the treatment she needed in her childhood and this has caused her much mental & emotional stress throughout her life.  Her son is in treatment, and is doing very well.  My sister-in-law, however, faced some very difficult challenges throughout her life because of the abuse.  She married an abusive husband, has not been able to hold a steady job for longer than a few months, and is plagued by emotional and mental handicaps.  Her children are also facing a long road of recovery from their father abusing their mother and verbally abusing them.  It is a devastating cycle that could have been stopped early on if she had told someone about the abuse and got the treatment that she needed to help her cope and overcome the abuse.  We are now trying to rally around her and her children, and get them the help they need.  

The World Health Organization states that child abuse and maltreatment is a global problem, but it is hard to estimate the prevalence of abuse because many children (and adults who witness or suspect) do not report the abuse.  It is estimated that approximately 31,000 annual homicide deaths of children under 15 are due to abuse or maltreatment of children, though WHO says this underestimates the actual number because many deaths of children are incorrectly attributed to falls, burns, drowning and other causes (when they are probably abuse/maltreatment cases that cannot be proven).  In the United States, the U.S. Department of Health and Human Services estimates that 905,000 children were victims of abuse or neglect in 2006.  The seriousness of this issue cannot be fully comprehended or measured.  "While physical injuries may or may not be immediately visible, abuse and neglect can have consequences for children, families, and society that last lifetimes, if not generations" (U.S. Dept. of Health, 2012).  

The World Health Organization says child abuse/maltreatment causes stress that is associated with disruption in early brain development.  "Extreme stress can impair the development of the nervous and immune systems.  Consequently, as adults, maltreated children are at increased risk for behavioral, physical and mental health problem" (WHO, 2012).  My sister-in-law has suffered with mental health problems, learning disorders, and depression since adolescence and requires medication to help her cope and deal with her difficult daily life.  She has incredibly low self-esteem, which impacts her ability to hold a job and think positively about her life.  Although our family is very saddened at how her abuse has effected her life, we are very proud of how determined she is at helping her son face the same issue.  She has become an amazing advocate for him and her experience is helping him to get the help he needs to cope and overcome his abuse.

What is being done to help children and what can we do better?  Governments and organizations globally are trying to provide better preventative support and education to those parents and children in high-risk categories for abuse (poverty, high-stress, substance abuse, cultural norms/beliefs of child-rearing using corporate punishment).  New parents are getting education, as early as before leaving the hospital with a newborn, on how to deal with parental stress and coping with crying infants.  Children are being taught how to recognize sexual abuse and to disclose it to a trusted adult, and more adults are learning how to recognize signs of abuse and report it.  Global organizations, like the World Health Organization, are advocating international support for and investment in evidence-based child maltreatment prevention and are providing technical and financial support for prevention programs in low and middle income countries.  The awareness and advocacy of child abuse prevention and treatment must spread, and as an early childhood educator, I commit to do my part.

Resource Links:

U.S. Department of Health and Human Services: http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm

World Health Organization: http://www.who.int/mediacentre/factsheets/fs150/en/index.html

Childhood Immunizations Save Lives!

The topic I chose to discuss this week is the importance of childhood immunizations.  The reason why this is meaningful to me is because my center is part of a hospital organization which requires all employees and all children attending the child development center to be fully immunized without exemption (unless it is a valid medical exemption with legal medical proof).  Our child development center requires complete immunizations because we offer a high amount of infant care and our babies are at risk to contract preventable diseases because they are not able to be fully immunized until age 2.  I have had discussions with many parents regarding why we require immunizations, the importance of getting immunizations for their children, and why they must keep current with these immunizations.  It is a constant, vigilant discussion and one that we take very seriously.  Problems arise when parents are not properly informed about the importance of immunizations, or are too relaxed at making sure their child receives these immunizations on-time and in completion.  I chose to read articles related to immunizations because I would like to assemble current research to aid in my advocation of this topic with parents.

Why Are Immunizations Important?
Dr. Rob Parker, a medical health officer with Interior Health said, "Immunizations doesn't just protect you, it protects those around you.  When most people are vaccinated for a disease it makes it harder for the disease to spread from person to person.  Recent outbreaks of whooping cough (pertussis) and measles are close-to-home reminders of the important role immunization plays in protecting the health of ourselves, our children and our communities.  Immunizations are safe and effective and they help save lives" (The Tribune, 2012).

A Great Challenge Facing Infant Immunizations:

"One of greatest challenges facing infant immunizations in Utah is the perception that vaccine-preventable diseases do not present a significant threat and there is no reason to immunize children. But, it is a fact that many children in our communities are not fully immunized and remain at risk for vaccine-preventable diseases. Often when children are not immunized, epidemics of disease can recur.   For example, 741 pertussis (whooping cough) cases were reported in Utah in 2006. Many of these cases occurred in children and adolescents.  Children need immunizations in the first two years of life to protect them against disease, disability, and even death. And immunizations should continue into adolescence and adulthood to provide adequate protection" (immunize-utah.org, 2012)

Proof that Immunizations Have Worked World-wide at Eradicating Disease:

In 1969 when the rubella vaccine was invented, the United States of America had close to 60,000 cases of rubella.  Rubella can cause expectant mothers to miscarry, deliver stillborn babies, or have infants with serious birth defects.  In the year 2000, reported rubella cases in the United States had fallen to 176 due to the immunization.  However, expectant mothers remain at risk without immunizations because people from other countries where inoculations are rare can bring the disease.  For example, rubella is still an active malady in Mexico.  "Around the world some 100,000 cases of congenital rubella syndrome are reported each year, a 2002 survey of the Centers for Disease Control notes.  Thanks to immunizations, however, this country had just 11 such cases in 2000 and 2001" (Pittsburgh Post-Gazette, 2005).

Immunizations have been very effective at wiping out disease worldwide over the past century.  This is exemplified by the eradication of smallpox and the near disappearance of polio except in Africa, where religious leaders discouraged vaccinations due to the misconception that the polio vaccine caused female infertility.  In many of these countries where polio has resurfaced, no more than 30% of children are vaccinated.  This virus mainly affects children younger than 5 and can cause paralysis for life.  "The Global Polio Eradication Initiative, supported by the World Health Organization, UNICEF, Rotary International and the U.S. Centers for Disease Control and Prevention, has spent $3.1 billion since 1988 to try to eradicate polio before 2005.  In 1998, polio was spread throughout 125 countries, affecting 350,000 people a year; now it is endemic in only six countries - Nigeria, Niger, Pakistan, India, Afghanistan and Egypt.  Ninety percent of cases are in Africa" (Dixon, 2004).

Resources Used:

Dixon, R. (2004, Jun 23). The world; nigerian polio outbreak spreads over region, health agency says; rumors about vaccine's safety led some parents to shun immunizations for children. number of cases are expected to start rising sharply. Los Angeles Times. Retrieved from http://search.proquest.com/docview/421895958?accountid=14872

Immunizations protect your world. (2012, Apr 27). The Tribune. Retrieved from http://search.proquest.com/docview/1009871820?accountid=14872

Medical wonders immunizations save lives, only if people get them. (2005, Mar 30). Pittsburgh Post - Gazette. Retrieved from http://search.proquest.com/docview/390861510?accountid=14872

Link:

http://www.immunize-utah.org

Childbirth in My Life Compared to Around the World

As part of our Walden Coursework this week, we were asked to write about a personal birthing experience in comparison to other birthing experiences from a different country or region.

I am the mother of four amazing children - all born with modern, traditional american medical practice.  All of my children were delivered vaginally by medical doctors in a hospital setting.  In southern countries such as Africa, Asia and Latin America, women seldom deliver in a hospital.  Most deliver at home or in a specially prepared hut in their village.  Instead of a doctor, many of these women are attended by a traditional birth attendant who are part of their local culture and are personally acquainted with the women and their families (Legeber and Voorhoever, 1997).  These birthing attendants follow culturally specific rituals but are not necessarily trained in medical practice.  Common practices during birthing stages include massage of the abdomen with herbs,  and use of oils to lubricate the perineum.  During prolonged labor, vomiting is induced by inserting a spatula into the woman's mouth.  The article I read did not mention if the baby's father also attended the birth.  My husband was able to attend the births of all our children, which was an amazing experience.  I found it very interesting that after birth, women from these other countries were kept indoors for 8-40 days and are provided herb infusions to drink.  I didn't stay in the hospital longer than 2 days (which was long enough!).  The placenta is often buried in a special place in the village.  "In all three continents, Africa, Asia and Latin America, taboos are placed on 'protective foods' (food products which contain vitamins and minerals) during the Antenatal period for fear of miscarriage.  At the end of pregnancy there are taboos on 'food for growth' (food products which contain protein) and 'energy producing food' (food products which contain carbohydrates and fats) for fear the infant may grow too big and cause delayed or obstructed labor" (Legeber and Voorhoever, 1997).  While I was pregnant with my first baby, I attended a Bradley Method Birthing class which encouraged mothers to eat a lot of protein - and I did.  My first son ended up being 8 pounds (with a huge head) and was very difficult to deliver.  I also gained more weight with my first pregnancy then with any other.  Although I don't agree with avoiding food packed with vitamins and minerals (in fact I took prenatal vitamins throughout all my pregnancies), I do think there is wisdom in avoiding excesses in food that are high protein, high carbohydrate and/or high fat.

All of my children's births were exciting and had unique experiences, but I would like to tell about the birth of my firstborn son who truly had a unique birth.  My older sister, Chanon, and I were pregnant with our first babies together.  I was due a couple of weeks before Chanon, but she developed a rash (basically an allergy to being pregnant) and was medically started to deliver a few weeks early.  I happened to go into labor the same day that Chanon was started.  We both had married men named James (her husband is called Jim and mine is James).  We both had the same wonderful doctor.  We now had the opportunity to deliver these little cousins in the same hospital on the same day.  It became a race and my parents had a great time going back and forth between our rooms waiting to see who had the first grand-baby.  We made a bet who would deliver first (loser had to buy pizza!).  Chanon ended up delivering her little guy, James Logan Peterson first without any complications.  My labor went quickly, and approximately one hour after Logan made his appearance - I was ready to deliver.  I mentioned above that my firstborn, Josh, was a very big baby and I had a very difficult delivery.  I ended up having to have two nurses push on my abdomen to try to get Josh through the birth canal - causing me to vomit multiple times during the delivery.  Because he was so big for my small frame, I tore quite a bit during birth and lost a lot of blood.  I later passed out twice and ended up being very sick for several days after the birth.  I was thankful to have a wonderful doctor who stayed calm during this delivery and could address my medical needs in a professional way.  My son, Joshua James Curtis, was delivered healthy and we were thrilled with our perfect little man! Both of Josh's grandmothers got to be in the delivery room with my husband and I.  It was special to have them there.  Our local newspaper ran a story about these cousins being born with the same name, born on the same day, in the same place.  The newspaper article mentioned that we had lost the bet and now had to buy pizza, so a pizza restaurant called us and said they would donate the pizza to us!  I recovered and barely remember all the traumatic parts of Josh's delivery - what I remember the most is the amazing experience that I was able to share with my husband, our parents and my sister.  These "little guys"are now 19 and are very handsome young men!  Love them!

Logan Peterson and Joshua Curtis - Buddies since Birth!  Born May 20, 1993

Resource Cited:  Lefèber, Y. and Voorhoever, H. (1997), Practices and beliefs of traditional birth attendants: lessons for obstetrics in the north?. Tropical Medicine & International Health, 2: 1175–1179. doi: 10.1046/j.1365-3156.1997.d01-219.x

You Are My Sunshine

I often get caught up in the business management duties of operating a Child Development Center and I  and forget to enjoy the real reason I come to work every day... the children's laughter, smiles, hugs and engaging with them in play!

I came to work one morning, after having a very difficult and stressful week, to find this sign posted on my door....

It made me realize that my priorities are completely wrong!  I would come to work and immediately feel that I had so much to do...mounds of paperwork to complete, emails to answer, business to attend to.  I felt trapped by my office and my role as the Center Director.  I forgot my passion for early childhood because I neglected to make that my focus!  I needed to start my day with interacting with the kids and engaging the teachers!  I've made a commitment to now begin my day with going into every class and greeting the teachers and the children.  Today was the beginning of the new plan... and it was a fantastic day!!!  I started my day with one of my beautiful toddlers coming up to me and lifting her arms up to be held and cuddled.  I got "air kisses" from the kids and played a quick game of peek-a-boo with a baby.  I was given a paper ghost a child made special for my office and was given the opportunity to help other preschoolers resolve a conflict over a toy.  Sure it took some time away from my other duties to do this, but I was energized and excited to go back to my office and dig in because what I do everyday impacts my team, these children and our families.  They are my sunshine and make me happy every day!!  :)

Early Childhood Professionals Whom I Admire and Have Learned From:

Renatta Marie Cooper, MA, currently serves as Education Coordinator for the Los Angeles County Office of Child Care. She is also a Pasadena Unified School District Board Member.

Ms. Cooper's expertise in early childhood development and education comes from a career in academic leadership, teaching, research and active participation in organizations related to Early Childhood Education. At Pasadena's Pacific Oaks College, she was founding director of the Jones/Prescott Institute-Hixon Center for Early Childhood Education. She has taught in ECE settings that included work with adolescent parents, abusive parents and their children, and migrant families. She has published and frequently presents on a wide range of topics, including "Play and the Acculturation Process" and "Cultural Sensitivity in Infant and Toddler Care."

Information Retrieved from: Walden University Website

Louise Derman-Sparks, Professor Emeritus, Pacific Oaks College, is the author and coauthor of several books, including Anti-Bias Curriculum: Tools for Empowering Young Children (National Association for the Education of Young Children); Teaching/Learning Anti-Racism: A Developmental Approach (Teachers College Press); In Our Own Way: How Anti-Bias Work Shapes Our Lives and Future Vision, Current Work: Lessons from the Culturally Relevant Anti-Bias Education Leadership Project (Redleaf Press), and numerous articles and book chapters. Her most recent book, coauthored with Dr. Patricia Ramsey, is What If All the Kids Are White?: Anti-bias/ Multicultural Education with Young Children and Families (Teachers College Press).

Ms. Derman-Sparks speaks, conducts workshops, and consults widely throughout the United States and internationally. A former member of the Governing Board of the National Association for the Education of Young Children (1998-2002), she currently serves on the National Board of Crossroads Ministry: An Interfaith & Community- Based Anti-Racism Training Organization and on the National Diversity Advisory Council of the Boys & Girls Clubs of America.  

Information Retrieved from: Walden University Website

Sue Bredekamp  retrieved from High Scope.org: http://www.highscope.org/Content.asp?ContentId=552 Early childhood education specialist from Washington, DC, who serves as a consultant on topics such as early literacy, curriculum, teaching, and professional development. From 1981-1998, she served as Director of Accreditation and Professional Development at the National Association for the Education of Young Children (NAEYC). She is the primary author of NAEYC’s highly influential and best-selling publication Developmentally Appropriate Practice in Early Childhood Programs, the 1987 and 1997 editions, and co-editor of the 2008 revision. From 2007-2008, Dr. Bredekamp served on the Committee on Early Childhood Mathematics of the National Research Council, National Academy of Sciences. Her professional development work included serving as NAEYC’s liaison to the National Council for Accreditation of Teacher Education (NCATE). Dr. Bredekamp is author of numerous books and articles related to standards for professional practice and professional development. She served as a consultant to the Head Start Bureau from 1999-2000. Dr Bredekamp holds a Ph.D in early childhood education from the University of Maryland. Her professional experience includes teaching and directing child care and preschool programs for children ages 2 through 6, training child care personnel at a community college, and serving on the faculty of the Human Development/Childhood Education Program at Mount Vernon College in Washington, DC.

Code of Ethical Conduct in Early Childhood Education

In examining the Code of Ethics for both the Division of Early Childhood (DEC) of the Council for Exceptional Children and also those taken from NAEYC Position Statement, I had a hard time deciding which to focus on.  All of these important codes and commitments work together and are equally important for the professional treatment of children.  I chose to summarize my thoughts on the codes listed for both the treatment of children and families, as well as share the values and commitments of my organization.

Excerpts taken from the NAEYC Code of Ethical Conduct and Statement of Commitment (April 2005) and the DEC Code of Ethics (August 2009)
NAEYC Code of Ethical Conduct:  http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
DEC Code of Ethics:
http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/Code%20of%20Ethics_updated_Aug2009.pdf

As an early childhood professional, I commit to:

• Appreciate childhood as a unique and valuable stage of the human life cycle
• Base our work on knowledge of how children develop and learn
• Appreciate and support the bond between the child and family
• Recognize that children are best understood and supported in the context of family, culture,* community, and society
• Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues 
• Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect 

My Thoughts: Early childhood education can not be viewed as a one size fits all approach - each child is unique and comes from diverse backgrounds and experiences.  We must first meet children where they are in their development and base our curriculum and teaching to incorporate their individual needs, interests, and backgrounds.  We must collaborate with parents and build bidirectional relationships with them that are based on mutual respect and considerate of their familial, cultural, ethnic, and social-economic needs.  We must provide safe, healthy, high-quality care that is developmentally appropriate for each child. 

Our Ethical Responsibilities to Children (Ideals reflect the aspirations of professionals):

I-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
I-1.2—To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.
I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.
I-1.4—To appreciate the vulnerability of children and their dependence on adults.
I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions.
I-1.6—To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.
I-1.7—To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.
I-1.8—To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.
I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.
I-1.11—To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.
I-1.12—To work with families to provide a safe and smooth transition as children and families move from one program to the next. 
My Thoughts:  In order to advocate for the ethical treatment of children as outlined by NAEYC and DEC, we must be willing to continue to develop ourselves professionally by staying informed of recent research and issues in the the early childhood field and by participating in continuing education.  We should collaborate with other professionals in the field and advocate for children's rights.  It is our responsibility to maintain the "appropriate national, state, or other credential or licensure requirements" (DEC, 2009).  It is our responsibility to build high quality programs that are based on meeting all domains of child development: Cognitive, Social-Emotional, Physical and Language.  We must use "individually and appropriate assessment strategies" to assess each child individually and use this knowledge to build a program that meets and supports each unique learner.

Our Ethical Responsibilities to Families:

I-2.1—To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training.
I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.
I-2.3—To welcome all family members and encourage them to participate in the program. 

I-2.4—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.
I-2.5—To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs.
I-2.6—To acknowledge families’ childrearing values and their right to make decisions for their children.
I-2.7—To share information about each child’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood profession.
I-2.8—To help family members enhance their under- standing of their children and support the continuing development of their skills as parents.
I-2.9—To participate in building support networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services. 

My thoughts: Families are our greatest resource and are essential to the success of the child.  We must welcome their participation in the program and find ways to share information with each other regarding what is best for the child.  Mutual trust and respect is built when we "assure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages and culture" (DEC, 2009).  We can familiarize ourselves with outside resources that are available that can aid in the support of the family when needed.


I am very blessed to work for a wonderful organization that lives by values and ethics that are very similar to these stated by NAEYC.  All employees of Intermountain Healthcare are taught to exhibit these values and commitments in their interactions with customers, patients, families, coworkers and community members.  It is something that each employee is accountable for and lives by as part of their job description.  In fact, these values and commitments are used as part of every employee's performance evaluation and they must account to how well they live these values and commitment in their profession.  I know that part of the reason the Intermountain Child Development Centers are so professional and high quality is that our team strives to honor these values and commitments with our children, our families, our coworkers and others that aid us in our service to children.

Intermountain Healthcare Values:

• Mutual respect. "We treat others the way we want to be treated."
• Accountability. "We accept responsibility for our actions, attitudes and mistakes."
• Trust. "We can count on each other."
• Excellence. "We do our best at all times and look for ways to do it even better."

The Intermountain Healthcare Commitments:

*I help you feel safe, welcome and at ease

*I listen to you with sensitivity and respond to your needs

*I treat you with respect and compassion

*I keep you informed and involved

*I take responsibility to solve problems

*I ensure our team works with you

To learn more please visit Intermountain Healthcare at:

•  http://intermountainhealthcare.org/Pages/home.aspx