Examining the Code of Ethics in the Early Childhood Field

This week, I examined 2 Code of Ethic Statements from the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) of the Council for Exceptional Children.  As outlined in the glossary of terms related to Ethics for the NAEYC, the term “Code of Ethics” defines the core values of the field and provides guidance for what professionals should do when they encounter conflicting obligations or responsibilities in their work (NAEYC, 2005).

I have identified the following 3 that are meaningful to me, even though it was a hard choice as they all have some value and merit:

1.           NAEYC – Ethical Responsibilities to Children

Principle 1.1 – Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.

This Principle is meaningful to me because it is the bedrock of one’s purpose in the field of Early Childhood.  Early childhood professionals do what they do because they want to ensure that children are not harmed in any way, whether emotionally, physically, intellectually or mentally.  The child’s education and ultimate development are by-products of ensuring that they are not harmed.

When I embark fully upon my professional life as an early childhood expert, this principle will be one of my core values which determines how I operate and function. 

2.           DEC – Professional Practice

Professional and Interpersonal Behaviour 2 - We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.

One’s character and value system dictates the way in which you interact with your surroundings.  This practice principle resonates with me because I am a firm believer in standards of personal integrity, truthfulness and honesty not only in our professional activities but also in our personal lives.  Our lives should be built on these values in whatever sphere of life we are involved.  The field of Early Childhood demands it even more because of the impact that we have on the upcoming generation.  If we can build this value system in the next generation, the world will be a better place.

In my current profession, I always seek to display high standards of professional and personal integrity, truthfulness and honesty.   These character traits will definitely follow me when I enter officially into the field of Early Childhood Education.

3.           NAEYC – Ethical Responsibilities to Families

Principle 2.2 - We shall inform families of program philosophy, policies, curriculum, assessment system, and personnel qualifications, and explain why we teach as we do—which should be in accordance with our ethical responsibilities to children.

I have observed in schools and classrooms, that where the rules and regulations are not clearly outlined from the outset, then confusion and misunderstandings are rampant.   If families are aware of a school’s program philosophy, policies, curriculum, assessment system from the outset this can ease the disagreements that ensue during the course of the school year.  Although there may be parents who may not review a booklet that outlines this information, the onus is on the school to distribute the rules and regulations and where applicable meet with parents to discuss same.   When a parent has this information at hand, they can then assess whether the curriculum lines up with their values and see how both can work together at home and school for the betterment of the child.

Access to relevant and appropriate information is important in any sphere of life.  In the educating of young children, all individuals involved (teachers, parents, families, community) should have access to the information outlining the manner in which the children are being taught.  On the flip side, a teacher should be allowed a peek into a child’s home to view what are the overriding principles and values that are evident within the family life.  This will make the teacher better able to discern how to educate the child.

References:

National Association for the Education of Young Children. (April 2005). 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.  (August 2009).  Code of Ethics.  Retrieved May 26, 2010, from
http://www.dec-sped.org/