Professional Ideals in the Early Childhood Field

Following are a few ideals from the NAEYC's Code of Ethical Conduct and Statement of Commitment that resonate with me on a professional level.

I-1.3—To recognize and respect the unique qualities,abilities, and potential of each child.
This is a great reminder that our job as professionals is to meet children where they are developmentally and to work with them at their level rather than expect them to meet a standard so that we may work with them in a way that suits us. We tailor our style to the needs of the child. For example, an active child may need something to manipulate constantly with his hands in order to be able to be attentive to a story.

P-1.2—We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child’s culture, language, ethnicity, and family structure.
This reminds us that we must consider the child's family and culture in order to understand the whole child. A generic teaching approach will not honor all children. We must work to create an environment that is comfortable and respectful of the religion, customs and cultures of all of the children in our care. We have children at our center who were adopted from other countries. We take care to accomodate their unique needs.

From the Divison of Early Childhood's Code of Ethics:

3. We shall be responsible for maintaining the appropriate national, state, or other credential or
licensure requirements for the services we provide while maintaining our competence in practice
and research by ongoing participation in professional development and education activities.

One never reaches a point of omniscience. Learning is a lifelong process. In order to do the best that we can for the children in our charge, we must keep abreast of the most current information, trends, research and practices in the field. To do any less that this would be irresponsible. This is part of the reason that I am pursuing an MS in Early Childhood Education.

7. We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written, and electronic communication.
Every effort is made to ensure the confidentiality of the records that I handle at work from locking file cabinets, frequently changed passwords, privacy screens on computers, etc. I work in an open reception area and constantly deal with the personal information of children and families. Billing, the keeping of records and court documents are all in my job description. Respect for the privacy of families is of paramount concern.

Here's to Remembering What's Important

Below is a beautiful piece of art drawn by my best friend's daughter, Jenna. Jenna's mother and I have been friends for 12 years-longer than Jenna and her brother have been alive. We live two houses away from one another, which has certainly helped to foster a close friendship. Our families get together at least once per week for dinner, games, or just to catch up. Although our children are 8+ years apart, they enjoy one another's company as if they were cousins. I love this drawing because it depicts the closeness of the relationship between our families. Each person is smiling and holding hands in friendship. I hope that Jenna always remembers the great times that we've all  had (and are yet to have) together.

The Mindfulness of "The Snowy Day"

My favorite children's book is The Snowy Day by Ezra Jack Keats. The simple illustrations first caught my eye. Who can resist a little boy in a snowsuit with a pointed hood? The boy amuses himself on his own. He makes footprints in the snow going this way and that. He also thumps a tree trunk with a stick ("thwack, thwack, thwack"). The boy requires no fancy equipment, technology, or even other children to be completely engaged and in the moment. His play is completely child guided, process oriented, open-ended and spontaneous. This boy is a symbol of the mindfulness of young children. And did I mention how adorable he is in his little pointed hood?

Young Children Are in the Now

"Childhood is measured out by sounds and smells and sights, before the dark hour of reason grows".
- John Betjeman

I like this quote because it speaks to the in the moment, sensory based existence of young children. Information is gained through the senses, first hand, rather than via what has been read or discussed with another. I have long contended that, at birth, infants know about all of those things that we ponder endlessly-life, death, human nature, the secrets of the universe, etc. I think that they forget all of these truths when they begin to learn to crawl, walk, and speak. The mention of the "dark hour of reason" refers to adult humans' endless need to analyze, plan, worry, criticize, and judge. Young children generally do not worry. Nor do they analyze every aspect of life. They are not beleagured by prejudices and plans for the future. They are truly present.

I have very few photos of myself as a child and none of only me. I am the child on the left and my twin sister, Dany, is the child on the right. A boy called Richie is seated between us. I was 4 years old in this photo. I like this snapshot because all 3 of us had a look of unbridled happiness on our faces. We were truly present.

Silent Sitting

Recently, while re-reading the November 2010 issue of NAEYC's  journal "Young Children", I re-visited an article that I had previously dog-eared. In "Meditation, Rangoli and Eating on the Floor: Practices from an Urban Preschool in Bangalore, India" by Jennifer Keys Adair and Lilly Bhaskaran,  I read an account of preschool children in India who engage in guided meditation as a class for 8-10 minutes daily. The children spread out mats, sit with their hands in their laps, eyes closed and breathe through their noses while listening to music. The teacher may narrate a scenario or simply suggest an open ended line of thought. At the end of the silent sitting sessions, the children and teacher chant and practice asanas tailored for children.

Guided meditation is a practice that I would like to introduce to the children in the early childhood center where I work. Many of the children are exposed to technological stimulation for much of their time outside of the center. I believe that the benefits of silent sitting would be numerous for modern American children.