Birth is a great thing! A story that I was told, was when I was born. I had the umbilical cord wrapped around my neck. I had no oxygen and my face was blue. Through miracles and doctors the amount of alleviation for my mother was succeeded, and I became a healthy girl. I do not remember this event however I was told that is was the start of a traumatic experience, causing myself to be thankful for life. Birth can greatly impact one’s life, and thereby the cause of prenatal care has to be needed

Birth in Thiland

According to the Central Thai beliefs, conception occurs when a khwan (soul) flies into the womb during an encounter. It is also said that one who starts craving sour foods is thought to be pregnant. Women in thiland have to tell thier mate first, mother, then mther in oaw if they are pregnant (In that oreer) If the women wants an aborthin then she must see a Buddhists and is often told that she is disobeying relition and causeing a life of a future child. Aborthins are illigal, however it the mothers life is in danger or if there are health risk or a young child ,teenager or younger, then it is permitted.

Examining Codes of Ethics


Ideal 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.

-This ideal is vital because having current knowledge of he curriculum along with research is needed to keep childhood development afloat. Information has to be updated at least annually. In my professional life this is important because teachers have to keep up with technology and new resources and concepts, if not then students tend to become easily bored.

Ideal I-1.4 To appreciate the vulnerability of children and their dependence on adults

-This ideal is needed because children need to depend on adults as a way of development. They also need to feel save and secure in their environment. IIn my professional life this dependency is seen mostly throughout young children who are leaving "mommy and daddy" while creating and getting use to a "new school"

Ideal 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.

-This ideal is important because it allows children to accept their heritage as well as learn English. This in part can help teachers create a more comfortable atmosphere for all of their students, while creating a great experience. In my professional life this is necessary with conversing with ESL students or other students that speak two languages.

Early Childhood Articles/Books

                                              ARTICLE

Art Across the Curriculum

By Francis Wardle, Ph.D http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=406                                                               BOOK The Magic Years: Understanding and Handling the Problems of Early Childhood [Book]by Selma H. Fraiberg in Books                                                    Article Teaching Global Awareness with Arts & Crafts By Anna Reyner, MA http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=307

Required Resources

• Course Media: "The Resources for Early Childhood"
  Five early childhood professionals discuss their preferred and trusted resources.

Part 1: Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
  
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
  
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
  
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
  
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
  
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
  
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
  
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
  
  Note: The following article can be found in the Walden University Library databases.
  
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42-53.
  Use the Academic Search Complete database, and search using the article's title.

Part 2: Global Support for Children's Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
  
• Websites:
  
• • World Forum Foundation
    http://worldforumfoundation.org/wf/wp/about-us
    This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage
    
  • World Organization for Early Childhood Education
    http://www.omep-usnc.org/
    Read about OMEP's mission.
    
  • Association for Childhood Education International
    http://acei.org/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

Part 3: Selected Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
  
• The Division for Early Childhood
  http://www.dec-sped.org/
  
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
  
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
  
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
  
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
  
• Administration for Children and Families Headstart's National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
  
• HighScope
  http://www.highscope.org/
  
• Children's Defense Fund
  http://www.childrensdefense.org/
  
• Center for Child Care Workforce
  http://www.ccw.org/
  
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
  
• Institute for Women's Policy Research
  http://www.iwpr.org/
  
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
  
• National Child Care Association
  http://www.nccanet.org/
  
• National Institute for Early Education Research
  http://nieer.org/
  
• Pre[K]Now
  http://www.preknow.org/
  
• Voices for America's Children
  http://www.voices.org/
  
• The Erikson Institute
  http://www.erikson.edu/
  

Part 4: Selected Professional Journals Available in the Walden Library

Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to "How Do I...?", select "Tips for Specific Formats and Resources," and then "e-journals" to find this search interface.)

• YC Young Children
• Childhood
• Journal of Child & Family Studies
• Child Study Journal
• Multicultural Education
• Early Childhood Education Journal
• Journal of Early Childhood Research
• International Journal of Early Childhood
• Early Childhood Research Quarterly
• Developmental Psychology
• Social Studies
• Maternal & Child Health Journal
• International Journal of Early Years Education

With these Learning Resources in mind, please proceed to the Discussion.