NAEYC Code of Ethical Conduct 1 Revised April 2005 Code of Ethical Conduct and Statement of Commitment A position statement of the National Association for the Education of Young Children Preamble NAEYC recognizes that those who work with young children face many daily decisions that have moral and ethical implications. The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education. The Statement of Commitment is not part of the Code but is a personal acknowledgement of an individual’s willingness to embrace the distinctive values and moral obligations of the field of early childhood care and education. The primary focus of the Code is on daily practice with children and their families in programs for children from birth through 8 years of age, such as infant/toddler programs, preschool and prekindergarten programs, child care centers, hospital and child life settings, family child care homes, kindergartens, and primary classrooms. When the issues involve young children, then these provisions also apply to specialists who do not work directly with children, including program administrators, parent educators, early childhood adult educators, and officials with responsibility for program monitoring and licensing.
Code of ethics critique NAEYC Code of Ethics The NAEYC code of ethics is mainly a collection of ideals and principles on how to address the children and their families in child care facilities. At the beginning of the statement of Commitment it has a preamble which states the purpose of the document which is to offer guidelines for responsible behaviors in resolving ethical dilemmas that happen in early childcare centers. Then it goes on to the core values and its conceptual framework. The first section however, it pertains to the responsibility to children and how facilities should be committed to the development of children without harming them. The Next section talks about the facilities responsibility to the families and how the
Hope Family Center which is dedicated to helping children and families improve their lives. Sarah clients range from the age of three to twelve and also works with sibling groups. Sarah has many different clients that have many different problem and behavior issues. Foster Children are the main focus in Sarah’s clients. The Center deals primarily with the through treatment, prevention, research, and training in the areas of human development, child maltreatment, and mental disorders in children and families, they provide the resources parents and children need to build strong, healthy family, and peer relationships.
(Anning & Edwards 2006) stated early childhood educators have an obligation to learn throughout their professional lives so that they can continue to foster actual ways to improve children’s knowledge and wellbeing. I felt that Phil needed my support to assist him so he could broaden his understanding in this area as it would help him to explore new approaches and ideas. Even though Phil was approaching this situation in accordance to the kindergarten’s policy and procedures I felt that it could have been approached on a more personal level. This way I’m recognising the difference in cultural and family influences that are present in children’s lives and respect the parent enough to approach them, to assist them in their child’s learning (Siraj-Blatchford & Clarke 2000). If Mary and Tom are unaware of the behaviours that have been occurring it could put them on the defensive and not return to the pre-school and therefore have no respect for Phil who is caring for their child Another issue I felt that we may have faced is in this role may have been the professionalism of others in the stake holders such as confidentiality.
PERSONAL ETHICS STRUCTURE PERSONAL DECISIONS AND BEHAVIORS, AND PROVIDE A GUIDE POST FOR MORAL ACTIONS (RUGGIERO, 2008). IT IS WHAT INDIVIDUALS HAVE BEEN TAUGHT FROM THE TIME INDIVIDUALS BEGAN TO FORMULATE SENTENCES. IT IS THE INNER THOUGHTS INSTILLED IN EVERY INDIVIDUAL. PERSONAL ETHICS IS DEEPLY INNER CONVICTIONS ESTABLISHED FROM FAMILY, COMMUNITY, AND EXPERIENCE. REGARDLESS OF THE SITUATION THE UTMOST RESPECT FOR HUMAN DECORUM SHOULD BE UPHELD AT ALL TIMES.
In order to assure successful preschool programs, maintaining qualified teachers is crucial. Therefore, the wages of preschool teachers must be raised and their pay scale aligned with that of kindergarten teachers. The most significant role of a preschool teacher is preparing children for kindergarten by introducing concepts they will explore further in kindergarten and elementary school. Preschool teachers put in average of 35 to 40 hours (or more) per week teaching children aged three to five years old social skills, reading, writing, math, science, and physical education in age appropriate curricula. They plan and implement activities to meet the physical, emotional, intellectual and social needs of the children in the program.
The successful interventions were designed to be sensitive to the culture and context in which families live. They took into account relationships, family, community, and culture and the interplay between those systems. In particular my paper will highlight the helping relationship between staff and parents, the importance of family circumstances and ethnic background, strength-based approaches, and the enhancement of parent-child interactions. Brief History and Overview Early intervention and prevention programs began in the 1960’s, during a decade in which the United States launched a “war on poverty,” and many programs were developed for economically disadvantaged preschoolers. They were based on the assumption that learning disabilities were best treated early, before formal schooling begins, as well as on the hope that early enrichment would offset the declines in IQ and achievement common among low SES children of ethnic minority and other backgrounds.
Use research to support your rationale. Comparison of overlapping statements regarding teacher ethics | Priority of specific ethical disposition/protocol and rationale | The professional educator makes concerted efforts to communicate to parents all information that should be revealed in the interest of the student. (AAE, 2001)They should interact with their students, fellow educators, administrators, parents, and other community members with courtesy and civility, and establish relationships characterized by respect and rapport. (COE-GCU Framework, 2010) | Priority Ranking: 3Communication with the parents should be done respectfully. | The professional educator does not reveal confidential information concerning students, unless required by law.
There has been an on-going debate whether or not to include such classes during school hours, yet it is clearly evident that Child Development hours are a necessity. One of the major roles of Child Development programs is that they provide learners with general knowledge and let them become open to their society and surrounding. To begin with, lectures about social interactions are given to students by experts and teachers of high level of understanding. To point out, those teachers talk about the importance of friendship and stress on the real meaning of “true friends” in addition to romantic relationships with members of the opposite sex. Moreover, one’s health and how to take care of one’s body is discussed during a series of orations.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how