12 Characteristics of Effective Early Childhood Teacher

Twelve Characteristics of Effective Early Childhood Teachers

by:  Laura J. Colker

Great article to read or use when teaching early childhood educators.

http://www.naeyc.org/files/yc/file/200803/BTJ_Colker.pdf

Important traits in a Good Manager

Here are ten of the most important traits to look for in a manager for your business:

1. Self-Motivation. The person that you hire for the job has to be capable of doing the job without needing you to look over her shoulder all of the time. This individual needs to be capable of understanding the basic goals of the business and developing her own strategies for achieving those goals. She needs to be committed to putting her all into the job every day without the close supervision of a boss.
2. Great Customer Service Skills. No matter what type of business you are in, you can benefit from having a manager who is excellent in dealing with customers and clients. Ultimately this may not be a large percentage of the manager's job since the daily tasks of customer service will fall to other employees. However, when problems arise with customers, the manager is the one who has the potential to diffuse the situation or to exacerbate it. You want to hire a manager who is going to be capable of making even the most difficult customers happy so that you can retain customers and the business can grow.
3. Integrity and Trustworthiness. You want to hire a manager who is going to be someone that you think that you can trust. Of course, it's hard to tell this off the bat at an interview but asking the right questions can give you a general sense of the individual's basic integrity. By hiring someone that you believe is trustworthy, you will reduce the stress of placing the growth of your business in the hands of someone else.
4. Being a Team Player. The manager has to be someone who is committed to working with a team of people for the improvement of the whole business. This means that the manager isn't in the business solely for the selfish reasons of "getting ahead". Instead, he is interested in growing the business because it is going to be to his benefit as well as to the benefit of the other people working with him in the company. A manager is a middle-man who has to work with both the upper-level bosses and the lower-level employees so it's highly important that this person is really a team player.
5. Conflict-Resolution Abilities. Serving as this type of middle-man is also going to put the manager into the position of having to act as a liaison between people in the company. He will be the liaison between the lower-level and upper-level employees. He will also serve as the mediator for disputes between lower-level employees. In order to be able to do this position well, the manager that you hire is going to have to be capable of handling conflicts in the office place. He needs to be someone who can spot problems as they form and nip them in bud as well as someone who can deal with bigger conflicts when they do arise.
6. Knowledge of the industry. The manager is going to have to be someone who is capable of answering the questions of customers, clients and staff members. This means that she better know what she is talking about. Although you can certainly provide training in the industry to a good manager, the ideal person for the job is going to be someone who already has advanced or specialized experience in this industry. A thirst for more knowledge about the business is a plus.
7. Dependability. When it comes right down to it, you're going to need to have a manager that you can count on. A dependable manager is someone who always shows up to work on time, doesn't slack off on the job and is capable of being counted on to stay late when there are times at the office that require him to do so. You want to be able to ask this person to do something for you and know for sure that he is going to just go ahead and do it.
8. Ability to Remain Calm. The role of being a manager can be a tough position to be in. There is a lot of stress involved in the daily tasks of management. A number of problems will arise throughout the course of any given day and the manager is responsible for handling those things well. You want to hire a manager who is going to be able to remain calm more often than not. A calm manager will keep the entire office calm which will lead to increased productivity and a better workplace overall. This will ultimately grow your business.
9. Optimistic Attitude. You don't want a manager who is calm but indifferent. You want a manager who is going to approach each project and each work day with an optimistic attitude. You want a manager who will come in smiling and who will express genuinely good feelings about the work that she is doing with her team. This will help to keep morale in the business high which leads to satisfied employees, low turnover rates, higher rates of productivity and growth of the business.
10. Leadership Skills. Beyond all of the other things that you need to see in a manager, you need to immediately be able to see that he has strong leadership skills. He needs to be confident in his ability to lead a team. He needs to be a good public speaker, someone who can delegate tasks appropriately and a person that people will feel comfortable taking directions from. If you see these things in someone at an interview, it's a safe bet to guess that this person will probably make a good manager for your business.

http://kathrynvercillo.hubpages.com/hub/10-Traits-of-a-Successful-Manager

DEC Code of Ethic

I feel that professional development is very important when you are committed to a career.  the DEC have a code of ethics focused on professional development. It is important that ALL early childhood educators know that their training is never over because not only is the research in the field changing every year, but each child is different and requires us to find new ways to meet each child's needs.
PROFESSIONAL DEVELOPMENT AND PREPARATION

Is critical to providing the most effective services for

young children with disabilities and their families. Professional development is viewed and valued as an

ongoing process guided by high standards and competencies for professional performance and practice.

Professionals acquire the knowledge, skills, and dispositions to work with a variety of young children with

disabilities and their families within natural and inclusive environments promoting children’s overall growth,

development and learning, and enhancing family quality of life. Finally, professionals continually should seek

and interpret evidence based information for planning and implementing individually appropriate learning

environments linked to ongoing assessment and collaboration with parents and professional team members.

1. We shall engage in ongoing and systematic reflective inquiry and self-assessment for the

purpose of continuous improvement of professional performance and services to young children

with disabilities and their families.

2. We shall continually be aware of issues challenging the field of early childhood special education

and advocate for changes in laws, regulations, and policies leading to improved outcomes and

services for young children with disabilities and their families.

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.

4. We shall support professionals new to the field by mentoring them in the practice of evidence and

ethically based services.

NAEYC- CODE of ETHICS

I really appreciate and respect the NAEYC code of ethics as a whole: however,  because of the position I hold now I really embraced the code for employees. I am proud to say that my staff retention is very good. I and at least 3/4 of my staff have been working at my school for 7-10 years. I believe this is because of us following the NAEYC  code of ethic without even really knowing it.

I enjoyed reading this because two of the schools I oversea are beginning the self Study step of NAEYC accreditation.

C—Responsibilities to employees

 

Ideals

I-3C.1

 

 

—To promote safe and healthy working conditions

and policies that foster mutual respect, cooperation,

collaboration, competence, well-being, confidentiality,

and self-esteem in staff members.

 

I-3C.2—To create and maintain a climate of trust and

 

 

 

candor that will enable staff to speak and act in the

best interests of children, families, and the field of

early childhood care and education.

 

 

I-3C.3—To strive to secure adequate and equitable

 

 

 

compensation (salary and benefits) for those who

work with or on behalf of young children.

 

 

I-3C.4—To encourage and support continual development

 

 

 

of employees in becoming more skilled and

knowledgeable practitioners.

 

Principles

 

 

 

P-3C.1—In decisions concerning children and programs,

 

 

 

we shall draw upon the education, training,

experience, and expertise of staff members.

 

 

P-3C.2—We shall provide staff members with safe and

 

 

 

supportive working conditions that honor confidences

and permit them to carry out their responsibilities

through fair performance evaluation, written grievance

procedures, constructive feedback, and opportunities

for continuing professional development and

advancement.

 

 

P-3C.3—We shall develop and maintain comprehensive

 

 

 

written personnel policies that define program

standards. These policies shall be given to new staff

members and shall be available and easily accessible

for review by all staff members.

 

 

P-3C.4—We shall inform employees whose performance

 

 

 

does not meet program expectations of areas of

concern and, when possible, assist in improving their

performance.

 

 

P-3C.5—We shall conduct employee dismissals for just

 

 

 

cause, in accordance with all applicable laws and

regulations. We shall inform employees who are

dismissed of the reasons for their termination. When a

dismissal is for cause, justification must be based on

evidence of inadequate or inappropriate behavior that

is accurately documented, current, and available for

the employee to review.

 

 

P-3C.6—In making evaluations and recommendations,

 

 

 

we shall make judgments based on fact and relevant to

the interests of children and programs.

 

 

P-3C.7—We shall make hiring, retention, termination,

 

 

and promotion decisions based solely on a person’s

competence, record of accomplishment, ability to

carry out the responsibilities of the position, and

professional preparation specific to the developmental

levels of children in his/her care.

 

 

 

P-3C.8—We shall not make hiring, retention, termination,

 

 

 

and promotion decisions based on an individual’s

sex, race, national origin, religious beliefs or

other affiliations, age, marital status/family structure,

disability, or sexual orientation. We shall be familiar

with and observe laws and regulations that pertain to

employment discrimination. (Aspects of this principle

do not apply to programs that have a lawful mandate

to determine eligibility based on one or more of the

criteria identified above.)

 

 

P-3C.9—We shall maintain confidentiality in dealing

 

 

 

with issues related to an employee’s job performance

and shall respect an employee’s right to privacy

regarding personal issues.

 

 

 

 

 

 

 

 

 

 

 

Department of Education

This website has a wealth of information with resources for teachers and parents. Information on policies and legislation with in our field can be viewed, research, helpful resource articles and much more. Viewing this website will be all consuming; therefore, make sure you set some time aside when you decide to view it.



http://www2.ed.gov/teachers/how/early/edpicks.jhtml

 

 

 

 

About ED: Overview and Mission Statement

ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
ED was created in 1980 by combining offices from several federal agencies. ED's 4,400 employees and $68 billion budget are dedicated to:

• Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.
• Collecting data on America's schools and disseminating research.
• Focusing national attention on key educational issues.
• Prohibiting discrimination and ensuring equal access to education. 

 

 

 

 

 

 

Montessori Resources

Montessori has been part of my life for 10 years now. I am still learning everyday about the philosophy and Maria Montessori herself. These books are excellent resources for anyone interested in Montessori.

 
 

Montessori Play and Learn: A Parent's Guide to Purposeful Play from Two to Six

 by Lesley Britton

“We all want the best possible starts in life for our children, and one of the best possible starts in life, educationally, is the "method" pioneered by Maria Montessori and taught successfully today throughout the world.

Now, Lesley Britton, the leading Montessori practitioner in England for more than twenty years, will show parents how to bring Montessori home. If you would like to facilitate the development of your child's unique personality, make it possible for him to develop to his full intellectual capacity, and help him become socially and emotionally well adjusted, then this is the book for you.

Montessori Play and Learn is packed with ideas, activities, and games that can fit into your normal routine and help supplement preschool learning for your child. For planning your home, introducing your child to the supermarket or the neighborhood, and helping him discover other people and cultures, this book provides valuable tips and insights that help parents and children grow and learn together.
-- Create hundreds of learning opportunities from everyday life
-- Learn dozens of games and activities to help prepare children for mathematics, reading, science, and writing
-- Make your home environment as stimulating for your child as the best Montessori preschool. “

  

“The Montessori Method

Book by Maria Montessori

This book is Montessori's own exposition of the theory behind her innovative educational techniques. She shows parents, teachers and administrators how to "free a child to learn through his own efforts".

 

The Absorbent Mind

Book by Maria Montessori

“Based on the lectures given by Dr. Maria Montessori at Ahmedabad, during the first training course to be held after her internment in India, which lasted till the end of World War 2. In it, she illustrated the unique mental powers of the young child, which enable him to construct and firmly establish within, but a few years- without teachers, without any of the usual aids of education, nay almost abandoned and often obstructed all the characteristics of the human personality.”

 

Maria Montessori

The Secret of Childhood

Random House Publishing Group, Jan 12, 1982 - Psychology - 240 pages

“Maria Montessori describes the child with warmth and the exactness of a scientist. She also discusses the array of materials and techniques needed to release his learning potential.”

https://www.google.com/

Conscious Discipline Resource

http://consciousdiscipline.com/about/conscious_discipline.asp

 

 

I believe in the Conscious Discipline methods (CD), because it is more than redirection, it has many tools and strategies to teach the child how to handle situations, stresses, and emotions appropriately.  We validate the child’s feelings: “you are angry and upset and that is OK, but let me show you what to do when you are sad, angry, tired, excited” and so on.  The child is given social acceptable tools of how to handle their emotions, not just given consequences for the feelings and reactions they are having. We are teaching them to respond rather than react to situations and emotions. In addition, it is a respectful way of directing the child. The most appealing aspect of CD is that it is founded on relationship building with the child. Conscious Discipline has many different facets that cannot be mastered overnight, it will take time to implement and take a natural role within your classroom. CD allows you to can be creative with many aspects of the CD activities and make them your own. If you utilized this program, you will be excited as it develops within your classrooms.

 

The website has various resources for teachers and parents ! You will find much support on this site.

"Conscious Discipline for Educators
 

Conscious Discipline is a comprehensive self-regulation program that integrates social-emotional learning and discipline.Conscious Discipline is a longtime leader in the integration of classroom management with social-emotional learning, utilizing everyday events as the curriculum and addressing the adults emotional intelligence as well as the child's. Conscious Discipline empowers adults to consciously respond to daily conflict, transforming it into an opportunity to teach critical life skills to children.Conscious Discipline is evidence-based, and was named as a national model for character education by the Florida State Legislature."

 

 

 

 
 

Just a Dent in Early Childhood Resources

Early Childhood is deeper then we know. There is so many resources to further my knowledge in many different aspects of Early Childhood. I don't think in my lifetime I could learn everything about it. Actually I know I won't because there are discoveries and new research daily! BUT I can certainly know much more than I know now.



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://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.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/
• 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/
• 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.pewstates.org/projects/pre-k-now-328067
• 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.