The three ideals contained in the
NAEYC and DEC codes of ethics that are meaningful to me are:
NAEYC CODES
I-1.9
- To advocate for and ensure that all children, including those with special
needs, have access to the support services needed to be successful.
In my field of work education I
firmly believe that advocates are necessary not only for special-needs
children, but also for gifted children. As educators we need to do our part in
speaking or writing in support, on behalf, or in defense of a person or cause
that we feel strongly about. Advocates are well versed in educational policies,
legislation and regulations. Their expertise can educate and assist parents
with children who may need additional attention in the classroom. The advocate
works on behalf of the parents to develop, with the school, a more suitable
education program for their child. As an advocate it is important that we work
hard to help parents determine what supports and services are needed for their
child to benefit from their education. Our job is to identify and effectively
explain at school IEP meetings how a child’s disability hinders his ability to
benefit from his education without special education, and help secure
appropriate supports and services, modifications, and accommodations that will
alleviate those hindrances.
I-2.3
- To welcome all family members and encourage them to participate in the
program, including involvement in shared decision making.
I make it a point to do my part to
see to it that parents participate fully. I make sure that parents have a clear
understanding of the policy/structures in place to facilitate participation.
Building partnership is a daily process based on ongoing communications and
dealing with issues as they arise. In recognition that parents are the primary
educators of their children and have a life-long relationship with them,
effective programs of parental involvement are essential to enable them to
support their children to be cared for and educated to the highest standard.
Such involvement is beneficial to parents as it builds on their knowledge of
child development and helps to support them in their parenting skills. In turn,
parents are needed by the childcare setting if children are to optimize their
cognitive, emotional and social learning. In effective childcare settings,
practitioners find a real help in the presence of parents and in a good
relationship with them. Each brings their own competence to educate the child
and this requires mutual respect and understanding.
I-3B.1
- To assist the program in providing the highest quality of service.
Child care has become an essential
component of life in our society. Quality child care can make a significant
difference in children's development. As childcare providers we need to be warm
and caring, and be attentive to and respectful of children's individual needs.
As educators it is extremely important that we be culturally sensitive and
accepting of differences in ethnic backgrounds and customs. When it comes to
discipline the provider should discipline children in positive ways, teaching
social skills, instead of blaming, criticizing, or punishing. Children need
child care providers who will speak to them and actively encourage them to
respond. Forming positive relationships between the caregiver and the parent
and the caregiver and the child is essential to providing quality care. A
parent needs to feel free to visit the child care program at all times and
needs to be notified and made aware of any problems that arise. A parent must
feel free to discuss any concerns with the care giver. Equally important for
parents are knowing what happens in the day to day occurrences in the life of
their child, and having a sense that their child is important to the child care
provider.
DEC CODES
We
shall build relationships with individual children and families while
individualizing the curricula and learning environments to facilitate young
children’s development and learning.
By collaborating and establishing
positive relationships with families, this will enable you to gain parent trust
and respect as you interact with their child. Parents will feel comfortable in
talking to you about any issues and concerns they may have about their child
and accept your professional opinion. Another important factor to remember when
building relationships with families is that they will actively participate in
any events or experiences in your center and become more involved in the
programming and planning.
Through trusting relationships with
adults, young children learn about their world and their place in it. They
learn the world is safe and responsive to their needs. They learn to form
satisfying relationships with others, to communicate, to face challenges, and
to experience and regulate their emotions. Supporting a child’s healthy social
and emotional growth takes commitment from all primary caregivers in the
child’s life. This includes mothers, fathers, grandparents, child care
providers and other key adults in the child’s life. It’s important to remember
that young children observe our relationships, and what they observe shapes
their expectations for how people treat each other and, therefore, shapes their
developing social skills and emotional competence. Since relationships are
constantly adjusting to changes in development, we need to understand the
course of social emotional development.
We
shall be responsible for protecting the confidentiality of the children and
families we serve by protecting all forms of verbal, written, and electronic
communication.
The staffs of child care and preschool
facilities come into contact with confidential and personal information about
children and families. In order to make sure your family's personal information
is kept private and used in a professional manner, it is important to ask the
staff members about their confidentiality policies. Confidentiality agreements
are an essential component in establishing this trust. Confidentiality
agreements should be established by child care facilities in order to ensure
that confidential information regarding children families, personnel and
operations records are used only as required in the performance of employment
duties. One of the primary responsibilities of the child care organization is
to keep this information confidential and privileged at all times.
The
benefits of establishing a confidentiality agreement impact families and staff.
Such agreements aid teachers and directors in developing a positive
relationship with parents, which helps establish trust and a continuing
partnership with families. It is essential that families know their information
will only be accessible to and used by authorized individuals for the benefit
of their child. When parents and child care staff are respectful and mutually
work toward bettering young lives, the children and families will see
significant benefits. A client's right to privacy should be prioritized by the
administration; make sure you are comfortable with the center's policies and
that all your questions are answered.
We
shall honor and respect the diverse backgrounds of our colleagues including
such diverse characteristics as sexual orientation, race, national origin,
religious beliefs, or other affiliations.
The management of diversity can be
considered a response to the need to recognize, respect and capitalize on the
different backgrounds in our society in terms of race, ethnicity and gender.
When diverse individuals in a company or organization can work together,
production increases and it results in a more positive work environment. I
view each individual as unique and as being able to contribute something
positive to the company or organization. I recognize that each person on my
team or in my center has talent and ideas that can make my company grow for the
better. When different points of view come together on a project or idea the
end result will be better thought out and detailed than if only one group of
similar individuals works on it. Services should be available to everyone who
is entitled to them and should be free from any form of discrimination irrespective
of a person’s country of birth, language, culture, race or religion. This means
that any barriers to access should be removed. We must ensure that all people
are given the opportunity to access and participate fully in programs and
services and to achieve equitable outcomes.
Resources:
NAEYC. (2005, April). Code of
ethical conduct and statement of commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
The Division for Early Childhood, (2000. August). Code of
ethics. Retrieved May 26, 2010. from http://www.dec-sped.org/
