Learning Resources This Page Contains The Learning Re 805765

Learning Resourcesthis Page Contains The Learning Resources For This W

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week's media resources, please use the streaming media players below.

Required Resources: Course Text: Morrison, G. S. (2013). Early childhood education today (11th custom ed.). Upper Saddle River, NJ: Pearson. Chapter 1, "You and Early Childhood Education," pp. 2–25, 28–29. Chapter 2, "Current Issues and Public Policy," pp. 32–45, 48–57. Appendix A: "NAEYC Code of Ethical Conduct and Statement of Commitment," pp. 507–513.

Media: Video: Laureate Education (Producer). (n.d.). The early childhood professional [Video file]. Retrieved from. The approximate length of this media piece is 20 minutes. Noted early childhood expert Barbara Bowman speaks to a group of early childhood educators about the attributes of early childhood professionals, characteristics of the early childhood profession, and some of the major changes that have transformed early childhood education in this country.

Video: Laureate Education (Producer). (n.d.). A call for leadership [Video file]. Retrieved from. The approximate length of this media piece is 9 minutes. Barbara Bowman explains the need for early childhood professionals to become active leaders in classrooms, schools, programs, and society.

Optional Resources Web Article: Early Childhood Leaders on Leadership

Web Site: The National Children's Advocacy Center Web Site

Web Site: Children Now Web Site

Web Site: National-Louis University's McCormick Tribune Center for Early Childhood Leadership

Early Childhood Professionalism

"An early childhood professional has the professional characteristics, knowledge, and skills necessary to teach and conduct programs so that all children learn, as well as the ability to inform the public about children's and families' issues. Professionals are those who promote high standards for themselves, their colleagues, and their students—they are continually improving and expanding their skills and knowledge. A professional is a multidimensional person" (Morrison, 2013, p. 4).

Reflect on Morrison's definition of an early childhood professional and consider what it means to be an early childhood professional and the roles you are expected to fulfill. How do you feel about this view of a professional and about being an advocate for both children and the profession?

Review the video programs and readings this week, in particular, "Goal 5: Becoming a Professional" (pp. 13–17), "Professional Dispositions" (pp. 17–19), and the "NAEYC Code of Ethical Conduct and Statement of Commitment" (pp. 507–513) in the text. With all of this information in mind, complete the Discussion as follows. By Day 3: Post your responses to the following: Your ideas about what it means to be an early childhood professional, citing expectations set forth in the readings and video presentations. Your thoughts and feelings about Morrison's definition of an early childhood professional and anything you would add to this definition, citing references to the text or video presentations to explain your reasoning.

Paper For Above instruction

Becoming a proficient and committed early childhood professional entails embodying a range of characteristics, skills, and knowledge that support the development and learning of young children. Morrison (2013) provides a comprehensive definition that emphasizes continual growth, ethical conduct, advocacy, and the capacity to inform public understanding about children and families. Reflecting on this, I recognize that being an early childhood professional requires not only mastery of pedagogical skills but also a deep sense of responsibility to uphold high standards, foster inclusive environments, and serve as advocates for the needs of young learners and their families.

The expectations outlined in the readings and videos underscore that professionalism in early childhood encompasses intentionality, reflective practice, and leadership. For example, "Goal 5: Becoming a Professional" emphasizes that professionals should be committed to ongoing development, demonstrating a strong work ethic, and engaging with ethical principles (Morrison, 2013, pp. 13–17). Similarly, "Professional Dispositions" highlight attributes such as respect, integrity, and a dedication to continuous improvement (Morrison, 2013, pp. 17–19). The "NAEYC Code of Ethical Conduct" further delineates core commitments to promoting the well-being of children, respecting families, and maintaining the integrity of the profession (NAEYC, 2011, pp. 507–513).

In considering Morrison’s definition, I resonate with the idea that professionalism involves a multidimensional persona—combining expertise, ethical conduct, advocacy, and a commitment to lifelong learning. I believe that this comprehensive view is vital because early childhood education is dynamic, requiring professionals to adapt and grow in response to societal changes, policy shifts, and research advancements. I would also add that an early childhood professional should possess cultural competence and the ability to create inclusive, equitable learning environments that respect diversity (Garcia & Guerra, 2018). This aspect ensures that all children and families feel valued and supported.

Furthermore, Morrison’s emphasis on advocacy aligns with my belief that early childhood professionals serve as change agents who can influence policies and societal perceptions about early education. Being an advocate entails actively engaging with community resources, policymaking processes, and public education efforts to elevate the status of early childhood education. It also involves mentoring colleagues, engaging families, and fostering collaborative relationships within the community to promote optimal outcomes for children.

Overall, I find Morrison’s definition compelling because it captures the complexity and multifaceted nature of being an effective early childhood professional. I am inspired to embody these characteristics, continually seek professional growth, and advocate passionately for children and the early childhood profession. I recognize that this journey requires dedication, humility, resilience, and a deep-rooted commitment to fostering environments where every child can thrive.

References

  • Garcia, C., & Guerra, P. (2018). Culturally responsive teaching in early childhood education. New York: Routledge.
  • Morrison, G. S. (2013). Early childhood education today (11th custom ed.). Pearson.
  • National Association for the Education of Young Children (NAEYC). (2011). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. NAEYC.
  • Shanker, T. (2013). Self-regulation and the importance of early childhood development. Journal of Child Development, 84(4), 990–1004.
  • National Children’s Advocacy Center. (n.d.). Early Childhood Leadership.
  • Children Now. (n.d.). Advocating for Children & Families.
  • National-Louis University. (n.d.). McCormick Tribune Center for Early Childhood Leadership.

Related Assignments