Personal Value Statement

Introduction:
The short-term objective for child guidance is for children to learn and develop the same basic values for decent and responsible behavior that are applicable to everyone living in a democratic society. For early childhood professional to accomplish this, they must follow certain guidelines to determine the appropriateness of childrens day-to-day behaviors and help them learn the difference between right and wrong. Early childhood professionals must teach the principles of appropriate behavior and lay the groundwork for children to think about the consequences of their behavior. A personal value statement will help determine the strategies and approaches you use in your classroom to guide childrens behavior and help them make good decisions lifelong.
Scenario:
Read the following transcript from a parent interview:
You know, I think any teacher should know that it is super important to communicate often and openly with the child’s parents. Just because, you know, as a teacher, you’re the one that’s with the child more often in fact — with more hours in the day than the parent is. And so the parent wants to know everything about how their child is doing. And so you can never share too much information, is pretty much what I would expect a teacher to sort of think. Like you can never share enough information about what the child is doing, no matter how small it may seem. Like, so if the child is, you know, sucking on a finger and they never really sucked on a finger before. That’s pretty significant for a parent who’s never seen that before. You know, if the child has, you know, when my child finger-painted for the first time, I was ecstatic that he had done that for the first time. And not only did the teacher share with me that he had done it, but she shared how he acted while he was doing it. And so I think any observations that teachers have of the child are really well-received by a parent. And if they’re having any struggles as well. You know, a parent wants to know, well oh, actually they’re not really having a good time sleeping. Or napping. Or they really start screaming when they hear a new voice. I think all of those observations, big and small, parents want to know. And I think to just sort of speak at the same level. So, you know, like I said before, the teacher is with — is basically the surrogate parent. A teacher is a surrogate parent. And so, you know, we have to communicate with one another as if we are just sharing the care-taking role. Not as if; we are sharing the care-taking role. And so to just sort of speak very honestly about that.
The parent speaks to the importance of teachers responsibilities in an early childhood setting. Similar to the parent from this transcript, but in the language of early childhood education, your child care center director stresses that teachers should guide children toward healthy, respectful, and responsible behavior.
At a staff meeting, your child care center director makes the related point that if teachers are to guide childrens behavior, they must be able to articulate the values associated with such guidance. Your director then asks all of the teachers to develop a personal value statement that will express their position on the personal characteristics that a child should be guided toward. You will then have to share your personal value statement at the staff meeting next week.
Your personal value statement should be a concise and specific statement that outlines the characteristics that are most important to you as an early childhood professional and hope to instill in young children.
Assignment:
Using the above scenario, create a personal value statement. Write your Personal Value Statement as a paper using APA format. There are resources posted in the “COURSE INFORMATION and RESOURCES” section of the Moodle course learning APA format. When writing your paper address all of the following components:
A. Focus Statement –
Explain the three guidelines for determining the appropriateness of children’s day-to-day behaviors in helping them learn the difference between right and wrong.
Explain how you will oversimplify each of these guidelines for young children.
Do children have rights? If so, explain.
B. Personal Value Statement
Describe at least three characteristics you appreciate most in people. Why?
Describe at least three characteristics you wish to instill in young children. Why?
Be specific in how instilling these particular characteristics in young children will guide children toward healthy, respectful, and responsible behavior choices.
Develop a personal value statement.
Your personal value statement should be a concise and specific statement (1-3 sentences) that outlines the characteristics that are most important to you as an early childhood professional and that hope to instill in young childre.
Explain and justify how your personal value statement would promote healthy, respectful, and responsible behavior choices.
Specifications:
Put your name, course and section number, and date at the top left of the document.
Title your paper using: Personal Value Statement
Use one-inch margins.
Use a 12-point Times New Roman font.
Use double line spacing in the document.
Cite your sources using APA format.
Include a Works Cited at the end of your paper.
Submission:
Using Microsoft Word, (if you use another word processing program the file must be saved in “Rich Text Format”) save the document with a filename that includes your last name and first initial and the assignment title (example: DunnM.PersonalValueStatement). Upload and submit to the appropriate assignment section in Moodle.
Eric Morrison
Submission status:No attempt
Grading status:Not graded

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Grading criteria
Response shows students understanding of chapter information.
Not Evident (0 pts): No demonstration of meaning, explanation or restatement of chapter ideas;
Beginning (1-14 pts): Little demonstration of meaning, explanation or restatement of chapter ideas;
Accomplished (15-16 pts): Skillful demonstration of meaning, explanation or restatement of chapter ideas;
Exemplary (17-18 pts): Masterful demonstration of meaning, explanation or restatement of chapter ideas.
Maximum score18
Response shows students capacity to apply chapter information in a novel situation.
Not Evident (0 pts): No demonstration of meaning, explanation or restatement of chapter ideas;
Beginning (1-14 pts): Little demonstration of meaning, explanation or restatement of chapter ideas;
Accomplished (15-16 pts): Skillful demonstration of meaning, explanation or restatement of chapter ideas;
Exemplary (17-18 pts): Masterful demonstration of meaning, explanation or restatement of chapter ideas.
Maximum score18
Response shows students capacity to analyze chapter information in a novel situation.
Not Evident (0 pts): No demonstration of meaning, explanation or restatement of chapter ideas;
Beginning (1-14 pts): Little demonstration of meaning, explanation or restatement of chapter ideas;
Accomplished (15-16 pts): Skillful demonstration of meaning, explanation or restatement of chapter ideas;
Exemplary (17-18 pts): Masterful demonstration of meaning, explanation or restatement of chapter ideas.
Maximum score18
Response shows students capacity to create relationships.
Not Evident (0 pts): No demonstration of meaning, explanation or restatement of chapter ideas;
Beginning (1-14 pts): Little demonstration of meaning, explanation or restatement of chapter ideas;
Accomplished (15-16 pts): Skillful demonstration of meaning, explanation or restatement of chapter ideas;
Exemplary (17-18 pts): Masterful demonstration of meaning, explanation or restatement of chapter ideas.
Maximum score18
Response shows students knowledge of child guidance practices in the classroom.
Not Evident (0 pts): No demonstration of meaning, explanation or restatement of chapter ideas;
Beginning (1-14 pts): Little demonstration of meaning, explanation or restatement of chapter ideas;
Accomplished (15-16 pts): Skillful demonstration of meaning, explanation or restatement of chapter ideas;
Exemplary (17-18 pts): Masterful demonstration of meaning, explanation or restatement of chapter ideas.
Maximum score18
Response shows attention to grammar, punctuation, and spelling.
Not Evident (1-2 pts): No attention to grammar, punctuation, and spelling;
Beginning (3-5 pts): Little attention to grammar, punctuation, and spelling;
Accomplished (6-8 pts): Skillful attention to grammar, punctuation, and spelling;
Exemplary (9-10 pts): Masterful attention to grammar, punctuation, and spelling.
Maximum score10

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