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NAEYC Standard SIX
Transcript of NAEYC Standard SIX
designed by Péter Puklus for Prezi
6a. Identifying and involving oneself with the early childhood field
The early childhood field has a distinctive history, values, knowledge base, and mission. Early childhood professionals, including beginning teachers, have a strong identification and involvement with the early childhood field, to better serve young children and their families. Well-prepared candidates understand the nature of a profession. They know about the many connections between the early childhood field and other related disciplines and professions with which they may collaborate while serving diverse young children and families.
Candidates are also aware of the broader contexts and challenges within which early childhood professionals work. They consider current issues and trends that might affect their work in the future.
6b. Knowing about and upholding ethical standards and other early childhood professional guidelines.
Because young children are at such a critical point in their development and learning, and because they are vulnerable and cannot articulate their own rights and needs, early childhood professionals have compelling, responsibilities to know about and uphold ethical guidelines and other professional standards. The profession's code of ethical conduct guides the practice of responsible early childhood educators. To read more, please see the full Standards document.
6c. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
Continuous collaborative learning is a hallmark of a professional in any field. An attitude of inquiry is evident in well-prepared candidates' writing, discussion, and actions. Whether engaging in classroom-based research, investigating ways to improve their own practices, participating in conferences, or finding resources in libraries or internet sites candidates demonstrate self-motivated purposeful learning that directly influences the quality of their work with young children.
Candidates - and professional preparation programs - view graduation or licensure not as the final demonstration of competence, but as one milestone among many, including professional development experiences before and beyond successful degree completion.
6d. Integrating knowledgeable, reflective, and critical perspectives on early education.
Well-prepared candidates' practice is influenced by knowledgeable, reflective, and critical perspectives. As professionals, early childhood candidates' decisions and advocacy efforts are grounded in multiple sources of knowledge and multiple perspectives.
6e. Engaging in informed advocacy for young children and the early childhood profession
Early childhood candidates demonstrate that they can engage in informed advocacy for children and the profession.
Examples of Advocacy
Fred Rogers testifying before the Senate to support funding for public broadcasting
A Power point presentation about the importance of Play created by a student
Vivian Paley advocates for play & kindness at a conference.
A graduate student and preschool teacher advocates for the ECE profession at a TED conference
Standards and Guidelines
NAEYC Code of Ethical conduct
Illinois Early Learning and Development Standards
For children Birth to Age Three Illinois Early Learning Guidelines
I identify myself with the ECE profession and I take time to consider current issues and trends that might affect my work in the future
Subscribe to the Exchange Everyday newsletter from the Child Care Exchange organization
Consider becoming a member of NAEYC
Subscribe to the Fred Rogers Professional Development newsletter
Shawanda, a teacher in a community-based childcare program shares a dilemma about collaborating with a speech therapist to address the learning goals of David, a 4-year-old boy in her class (running time 1 min. 50 sec.).
Ashley, a speech therapist shares her view on collaborating with a teacher in a community-based childcare program to address the goals of David, a 4-year-old boy with language delays (running time 1 min. 09 sec.).
1) Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part one of a three-part conversation highlighting examples of attending and active listening communication strategies (running time 2 min. 38 sec.).
2) This is part two of a three-part conversation highlighting examples of seeking and verifying communication strategies (running time 2 min. 39 sec.).
3) This is part three of a three-part conversation highlighting examples of joining and supporting communication strategies (running time 3 min. 13 sec.).
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