知道

"Learning is like rowing upstream; not to advance is to drop back."- Chinese Proverb

Self-Reflection

花点时间记下几个单词或短语that come to mind when you hear the word "professionalism." Is it knowledge about a field or a set of skills? Is it personal characteristics, qualities, or character traits? What do you expect from a person who is called a professional? You may have responded with reference to some of the many roles you or others you know assume such as demonstrating knowledge and sharing information or about interacting with children, families, and colleagues.Allof your descriptions offer a window into your sense of professionalism.

Consider the following definitions that different dictionaries provide about professionalism: the Oxford Advanced Learner's Dictionary defines professionalism as "the high standard that you expect from a person who is well trained in a particular job," and "great skill and competence." The Merriam-Webster website defines professionalism as "the skill, good judgment, and polite behavior that is expected from a person who is trained to do a job well" and "the conduct, aims, or qualities that characterize or mark a profession or a professional person." How do these definitions compare to your own definitions of professionalism?

This course will help you better understand the concept of professionalism and how it relates to your own competence, confidence, commitment, and awareness as a professional. This course will also help you learn how you can develop a sense of professionalism and what that means to you as a direct-care staff member.

育儿和学龄课程的专业精神是什么？

多年来，普通大众的许多人都认为早期护理和教育提供者（包括小学生为学龄儿童提供的人）作为保姆。为了反击这种思考，通过若干专业组织，早期护理和教育领域开发了专业标准，描述了成为早期护理和教育专业的能力。这些能力包括专业性。与儿童，家庭和同事互动必须始终以专业的方式完成。无论您是婴儿和幼儿，学前班还是学龄龄职员，都是知识渊博和模型专业行为至关重要。万博体育全站app

家庭依靠方案员工对孩子的“保姆”不仅仅是“保姆”。在您的日常工作中，您有意识，有意决定如何与儿童，父母和同事互动。您也可能面临困难的道德情况。遵循道德代码可以帮助这些决策。您应该了解您的服务的书面道德准则，以帮助您做出决策。随着培训和课程专家，计划董事和其他导师的指导，您应该努力在与同事，儿童和家庭互动中努力设定和维护积极的专业精神举例。

Professional organizations that work on behalf of children, families, caregivers, teachers, and youth-development workers have created standards and competencies to guide child and youth professionals. Each professional organization includes standards that address professional behaviors. Professional organizations rely on research-based principles and bring together highly respected experts to draft and verify the standards and competencies for the field. For example, the National Association for the Education of Young children (NAEYC), the largest professional organization in the field of early care and education, has developed The Code of Ethical Conduct to guide professional behavior. NAEYC has also developed an accreditation process that includes a self-study for programs to examine how well the program addresses the standards for high quality care in programs for young children. The Division of Early Childhood (DEC), a sub-division of the Council for Exceptional Children, the largest international professional organization dedicated to improving the success of individuals with disabilities and/or gifts and talents, has developed Recommended Practices that guide professionals and families who work with young children with developmental delays or disabilities. The National Afterschool Association (NAA) and the Council on Accreditation (COA) have also developed professional competencies for those working with children and youth.

When you review the various organizations' sets of standards and competencies you will find many similarities when it comes to professionalism. This indicates a common understanding that engaging in professional behavior is important for those working with young children, youth, and families.

Examples:

For those working with infants, toddlers, and preschoolers:

一个国家对专业化的承诺可以在威斯康星州核心竞选人员与幼儿与幼儿和家人一起工作的核心能力。本文档的专业性部分（参见第15页）包含了许多源自审查若干国家专业组织的标准和建议做法的专业能力。您可以在本课程的应用部分中找到这些能力。有关选择竞争力的过程的完整解释，请参阅http://www.collaborationPartners.com/wp-content/uploads/2017/cplinkeddocs/wi_core_competencies_2014_16withlinks.pdf.

For those working with school-age children and youth:

全国课外的协会的承诺to professionalism can be found in the Core Knowledge and Competencies for Afterschool and Youth Development Professionals (Adapted from Rhode Island Competencies for Afterschool & Youth Development Professionals, Washington State Core Competencies for Child and Youth Development Professionals, Ohio's Core Knowledge & Competencies for Afterschool Professionals Who Work with Children Ages 5-12, and Starr et al., 2009). The Professional Development and Leadership section of this document (see pp. 68-74) contains a multi-level description of professional competencies, again derived from a review of standards and recommended practices of several national professional organizations. You can find these competencies in the Apply section of this lesson. For a complete explanation of the process for choosing the competencies seehttp://naaweb.org/resources/core-competencies

What does it mean to be a Professional Staff Member?

Infant, toddler, preschool, and school-age providers play powerful roles in children's lives, and your encounters with children and their families leave lasting impressions. Children's growth takes place over time, and each experience affects development. Who children become has everything to do with the experiences they have early in their lives; the experiences they have while they are in your care. Outside of their families, you might be the person they spend the most time with during these critical years of development. Optimum development is strengthened when children engage in meaningful interactions with adults who adhere to high- quality professional standards.

As an individual working with children, youth, and families, you engage in numerous activities that require you to maintain high-quality professional standards. Think about some of the experiences you participate in your daily professional life like:

• 与儿童和青年互动
• Engaging with family members
• Interacting with supervisors and managers
• Collaborating with fellow staff members
• Interacting with community partners

Establishing and maintaining high-quality professional standards are important to every task you accomplish every day. This process continues to evolve and develop as you encounter new situations.

The work you do with children, youth, and their families lays the foundation for healthy development, growth, and success in school and life. Recognition of the significance of the early years on children's development has strengthened desire to strive for excellence when interacting with children, youth, and families (Feeney, 2012). This course will help you understand how your professionalism contributes to the growth and development of children and families you serve.

作为一名直接护理工作人员，您可能会遇到来自各种背景和生活经验的儿童，家庭和同事。重要的是要了解始终追求高质量实践的重要性，同时承认多样性和个人差异。当涉及睡眠，厕所培训或独立完成工作等主题时，同事或家庭成员可能不会与您分享相同的价值。作为一名直接护理工作人员，您需要能够提供儿童，青年及其家人，在文化和发展敏感的护理，并帮助他们在课堂上和未来几年中取得成功。

See

It is important to think about your own sense of professionalism. Watch this video to hear staff members share what being professional means to them.

Professionalism: An Introduction

做

In the field of early childhood education, professionalism encompasses many specific behaviors and skills that address how individuals present themselves to other adults. Take time to review the following traits identified by Gigi Schweikert (2012) as they contribute to professionalism in the field of early care and education:

• 通过您的外观和沟通，您如何向别人展示自己
• 知识早期护理和教育领域
• The quality of your work
• 关系with others
• Your work ethic
• 你的决心和奉献
• Most important, your attitude

By including professional behavior as part of your evaluation, trainers and managers can actively work with you to support your professional growth. By including a focus on professional behaviors (appearance, communication, attitude, interpersonal relationships, etc.) you will enhance the quality of the program for children and families.

完成本课程

有关本课程的预期，专业性的更多信息能力反思, and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the School-Age Professionalism课程指南。

Please note the References & Resources section at the end of each lesson outlines reference sources and resources to find additional information on the topics covered. As you complete lessons, you are not expected to review all the online references available. However, you are welcome to explore the resources further if you have interest, or at the request of your trainer, coach, or administrator.