Examining
Codes of Ethics
The
assignment for this week’s blog entry was to examine the NAEYC and DEC codes
of ethics. I have chosen three of the ideals to explain
their meaningfulness to me and I have provided an explanation of their
significance to my professional life.
The following ideals are in section
1, Ethical Responsibilities to Children (NAEYC, 2005).
I-1.1—To be familiar with the knowledge
base of early childhood care and education and
to stay informed through continuing education and training
(NAEYC, 2005).
The
significance of this to my professional life is that in order to best care for
and meet the individual educational and developmental needs of children and
families, I must be well-educated and informed of current research and best
practices. The discovery and release of
new, relevant research is an ongoing process; so then must be my continued
education and training.
I-1.4—To appreciate the vulnerability of
children and their dependence on adults
(NAEYC, 2005).
As
adults, we must take care not to make unreasonable demands of children. We must see each of them as an individual,
with great care given to respect their vulnerability and dependence upon us to
meet their educational, physical and social-emotional needs. We must take care not to make demands or have
expectations that they are not ready to meet.
It is our responsibility to assess where they are at and come up with an
appropriate, individualized plan to foster growth and development. As professionals, it is our responsibility to
inform the primary caregivers of each child of this and involve them as much as
is possible in the entire process.
I-1.12—To work with families to provide a
safe and smooth transition as children and
families move from one program to
the next (NAEYC, 2005).
During
the time we care for a child, we are also forming a relationship with the
family based upon mutual trust and caring for their child’s developmental and
educational needs. Moving to another
program can raise concerns and cause stress for the child and the family. As a professional in the field of early
education, it is our responsibility to facilitate this transition. We need to meet with the family and answer
any questions or concerns they may have about the move. If possible, arrange a visit to the new
program or meeting with the new primary caregiver or teacher. Be sure to forward all relevant and pertinent
information regarding the child to the gaining program and be available to
answer questions they may have for you as the former caregiver or teacher. The goal is to make this move as smooth and
stress free as possible for all involved.
I
have addressed only three of many very critical areas of ethical conduct. Each area is as important and essential as
the others. The amount of responsibility
involved in being a professional in the field of early childhood can be
overwhelming at times, but is necessary to the well-being of children, their families,
and for us as professionals.
References
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
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/
http://www.dec-sped.org/
