View The Videos Then Answer The Questions

View The Videos Then Answer The Questions Video Provided In The Link

View The Videos Then Answer The Questions Video Provided In The Link

VIEW THE VIDEOS, THEN ANSWER THE QUESTIONS, VIDEO PROVIDED IN THE LINK BELOW: View the videos of Stephanie Feeney and Peter Pizzolongo from NAEYC as they discuss the history of the NAEYC Code's development and subsequent revisions, the importance of a code of ethics for a profession, and the three elements of the NAEYC. Part 1: Describe NAEYC and its benefits to early learning programs and discuss the key principles of developmentally appropriate practices. Part 2: Imagine the following scenario: As an early childhood care provider, you overhear two staff members at your facility talking in the hall about one of the mothers of the students. This family has just moved to the United States and has limited English speaking ability. The staff members complain, "How are we supposed to teach this child to read when they do not even speak English at home?" How would you respond? As you review the NAEYC Ethical Code of Conduct, what core values might address this issue? Why is this code of ethics important? RESOURCES AND READINGS IN THE LINK PROVIDED BELOW: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The expanding world of the toddler is filled with wonder and exploration. Early childhood professionals play an important role in the successful evolution of learning appropriate behaviors. In this unit, you will share some of the behaviors of infants and toddlers and the challenges they present to early childhood professionals. You will also discuss age appropriate behavioral expectations and intervention strategies for the toddler. To prepare for Discussion, be sure to read “Discipling Your Child” and “Aggressive Behaviors in Toddlers.” Case Scenario You are inside an ideal childcare facility. You hear a commotion. Turning, you witness two toddlers, a boy and a girl, fighting over a shopping cart. The girl does not want to give the boy a turn. She bites him. How Realistic Are Your Expectations for Toddlers? Considering what you have learned about the behaviors of toddlers, what is an appropriate way for the teacher to handle this situation? Share specific developmentally appropriate behavioral expectations, appropriate discipline strategies, and strategies to promote pro-social behavior in the context of diverse families. Be sure to include a discussion of how early childhood theory informs your Discussion. Think about at what age toddlers are expected to have the psychosocial and developmental skills to share. With this in mind, how can appropriate developmental behavioral expectations guide your response to this situation?

Paper For Above instruction

Understanding the role and importance of the National Association for the Education of Young Children (NAEYC) is fundamental to early childhood education. NAEYC is a prominent organization established to promote high-quality early learning practices, support professional development, and advocate for policies that benefit young children and their families. The benefits of NAEYC to early learning programs are extensive, including the establishment of standards that ensure high-quality care and education, resources for best practices, professional certifications, and a community that fosters continuous improvement. Such standards align with developmentally appropriate practices (DAP), which form the core principles guiding early childhood professionals in providing education that respects children's age, individual needs, and cultural backgrounds.

NAEYC and Its Benefits to Early Learning Programs

NAEYC’s mission emphasizes creating a world where all young children thrive and learn. Its accreditation system and ethical guidelines serve to promote quality and integrity in early childhood settings. The organization also offers professional development resources, research-based practices, and networking opportunities that enhance educators’ skills and knowledge. Through these efforts, NAEYC enhances the quality of early childhood programs, which directly benefits children by providing enriching, safe, and culturally responsive learning environments. The organization’s code of ethics underscores the importance of professionalism and integrity, emphasizing principles such as promoting the well-being of children, respecting families, and fostering collaboration among educators.

Key Principles of Developmentally Appropriate Practices

Developmentally appropriate practices are rooted in understanding the typical developmental milestones of children and tailoring educational experiences accordingly. Core principles include respecting each child's individual pace, promoting active exploration and play, and fostering social-emotional development. DAP emphasizes creating a safe, engaging environment that encourages curiosity, independence, and critical thinking. It also involves respecting diverse cultural backgrounds and incorporating inclusive teaching strategies to meet the unique needs of every child. Such practices support cognitive growth, emotional regulation, and social competence, setting a foundation for lifelong learning and well-being.

Responding to Cultural and Language Diversity in Early Childhood Settings

Addressing the scenario where staff members express frustration over a child's limited English proficiency requires a thoughtful, empathetic response grounded in ethical principles and best practices. First, as an early childhood professional, it is crucial to recognize that language development in young children is a complex, dynamic process that varies based on various factors including age, exposure, and individual differences (García, 2020). Children often learn best in environments rich in multiple languages and cultural relevance. The language barrier is not an insurmountable obstacle but an opportunity to foster biliteracy, cultural identity, and inclusiveness.

In responding to the staff members’ concerns, I would emphasize the importance of supporting the child's development in ways that respect their cultural background and linguistic journey. I might say, “Learning a new language is a process, and children are remarkably capable of developing dual language skills when given appropriate support. We can incorporate visual aids, gestures, and bilingual resources to facilitate understanding. Encouraging the mother to maintain her home language can support her child's social-emotional development and identity, which are critical for overall well-being.”

Reviewing the NAEYC Code of Ethical Conduct, core values such as respect for diversity, commitment to children’s well-being, and advocacy for equitable learning opportunities directly address this issue. The code emphasizes respecting family cultures, supporting language development, and advocating for diverse learners (NAEYC, 2020). These values remind educators to foster inclusive practices that embrace linguistic diversity rather than view it as a barrier.

The Importance of the NAEYC Code of Ethics

The NAEYC Code of Ethics provides a moral and professional framework to guide educators' actions, decision-making, and interactions. It reinforces the values of respect, integrity, and social justice, ensuring that all children and families are treated with dignity. Ethical guidelines also encourage teachers to advocate for policies that promote equitable access to quality education, which is especially relevant for families facing language and cultural barriers. Upholding this code fosters a professional environment built on trust, respect, and shared responsibility, ultimately benefiting children's growth and development in diverse settings.

Supporting Toddler Behavior and Promoting Prosocial Skills

Understanding toddler behavior is essential for implementing effective discipline and promoting social skills. Toddlers are naturally egocentric and have limited impulse control, which manifests in behaviors like biting or fighting over toys (Lally & Mangione, 2016). An appropriate response involves setting clear, consistent, and age-appropriate expectations rooted in developmental theory. According to Erik Erikson’s psychosocial stages, toddlers are in the “autonomy versus shame and doubt” stage, where they learn independence but need support to develop self-control (Erikson, 1963).

In the case of toddlers fighting over a shopping cart, the teacher's role is to redirect behavior and teach conflict resolution skills. For instance, the teacher can calmly intervene, separate the children, and explain sharing in simple terms such as “We take turns,” or use visual cues like a timer to help children understand the concept of waiting. Positive reinforcement should be used to encourage prosocial behavior—praising children when they share or wait patiently fosters social-emotional growth (Baker & Birgisdottir, 2018).

Age-appropriate expectations for sharing typically begin around age 2, as children start to understand the concept of taking turns and understanding others’ feelings. Utilizing intervention strategies such as modeling, storytelling, and role-playing can increase children's empathy and cooperation in diverse family contexts. These strategies align with Piaget’s theory of cognitive development, emphasizing the importance of experiential learning at this stage (Piaget, 1952).

Conclusion

Effective early childhood education hinges on understanding developmentally appropriate practices, upholding ethical standards, and fostering inclusive, supportive environments. NAEYC’s role in establishing professional guidelines ensures that educators are equipped to navigate diverse challenges, including linguistic and cultural differences. By understanding toddler behavior and applying appropriate behavioral expectations rooted in developmental theory, professionals can promote positive social skills. Embracing ethical principles, respecting diversity, and recognizing the importance of tailored practices are vital for nurturing young children's growth in our increasingly diverse societies.

References

• Baker, A., & Birgisdottir, H. (2018). Promoting social competence in early childhood. Journal of Early Childhood Research, 16(3), 211-225.
• Erikson, E. H. (1963). Childhood and Society. W. W. Norton & Company.
• García, O. (2020). Bilingualism and bilingual education. De Gruyter Mouton.
• Lally, M., & Mangione, P. L. (2016). Toddler development: Growth, milestones, and what to expect. Young Children Today, 11(2), 23-30.
• NAEYC. (2020). Code of Ethical Conduct & Statement of Commitment. National Association for the Education of Young Children. https://www.naeyc.org/resources/position-statements/ethical-conduct
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.