Three ideals contained in the NAEYC codes of
ethics that are meaningful to me
Ethical
Responsibilities to Children
Childhood is a unique and valuable stage in the human life cycle. Our
paramount responsibility is to provide care and education in settings that are
safe healthy, nurturing, and responsive for each child. We are committed to
supporting children’s development and learning; respecting individual
differences; and helping children learn to live, play, and work cooperatively.
We are also committed to promoting children’s self-awareness, competence,
self-worth, resiliency, and physical well-being. (NAEYC. 2005)
I-1.5
—To
create and maintain safe and healthy settings that foster children’s social,
emotional, cognitive, and physical development and that respect their dignity and
their contributions
2.
Ethical Responsibilities to Families
Families* are of primary importance
in children’s development. Because the family and the early childhood
practitioner have a common interest in the child’s well-being, we acknowledge a
primary responsibility to bring about communication, cooperation, and collaboration
between the home and early childhood program in ways that enhance the child’s
development. (NAEYC. 2005)
I-2.8
—To
help family members enhance their understanding of their children and support
the continuing development of their skills as parents.
3.
Ethical
Responsibilities to Community and Society
Early childhood programs operate
within the context of their immediate community made up families and other
institutions concerned with children’s welfare. Our responsibilities to the
community are to provide programs that meet the diverse needs of families, to cooperate
with agencies and professions that share the responsibility for children, to
assist families in gaining access to those agencies and allied professionals,
and to assist in the development of community programs that are needed but not
currently available. As individuals, we acknowledge our responsibility to
provide the best possible programs of care and education for children and to
conduct ourselves with honesty and integrity. Because of our specialized
expertise in early childhood development and education and because the larger
society shares responsibility for the welfare and protection of young children,
we acknowledge a collective obligation to advocate for the best interests of
children within early childhood programs and in the larger community and to
serve as a voice for young children everywhere. (NAEYC. 2005)
1-4.1
—To
provide the community with high-quality early childhood care and education
programs and services.
These three ideas are meaningful to
me and part of my professional
life because I take pride in making a
difference for the children and their families by securing a confident, secure,
comfortable, and entertaining learning atmosphere for families in my community.
Three ideals contained in the DEC codes of ethics
that are meaningful to me
The
Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional
Children is a public statement of principles and practice guidelines supported
by the mission of DEC.
The foundation of this Code is based
on sound ethical reasoning related to professional practice with young children
with disabilities and their families and with interdisciplinary colleagues.
Foremost, is our value of respecting the autonomy of families as they make
decisions for their young children with disabilities while also practicing a
mutual respect for our colleagues in the field. We, as early childhood professionals,
practice within the principles and guidelines outlined below as well as uphold
the laws and regulations of our professional licensure standards.
The Code’s purpose is to: (1)
identify the key principles guiding our professional conduct; and (2) provide guidance
for practice and personal dilemmas in our conduct of research and practice. The
Code is intended to assist professionals in resolving conflicts as they arise
in practice with children and families and with other colleagues. (The Division for Early Childhood, 2000)
PROFESSIONAL PRACTICE
To promote and maintain high
standards of conduct for the early childhood special education professional.
The early childhood special education professional should base his or her
behaviors on ethical reasoning surrounding practice and professional
issues as well as an empathic
reflection regarding interactions with others. We are committed to beneficence acts
for improving the quality of lives of young children with disabilities and
their families. (The
Division for Early Childhood, 2000)
Professional
and Interpersonal Behavior
1.
We shall strive for the highest level of personal and
professional competence by seeking and using new evidence based information to
improve our practices while also responding openly to the suggestions of
others.
PROFESSIONAL DEVELOPMENT AND PREPARATION
Providing the most effective
services for young children with disabilities and their families. Professional
development is viewed and valued as an ongoing process guided by high standards
and competencies for professional performance and practice.
Professionals acquire the knowledge,
skills, and dispositions to work with a variety of young children with disabilities
and their families within natural and inclusive environments promoting
children’s overall growth, development and learning, and enhancing family
quality of life. (The
Division for Early Childhood, 2000)
2.
We shall continually be aware of issues
challenging the field of early childhood special education and advocate for
changes in laws, regulations, and policies leading to improved outcomes and services
for young children with disabilities and their families.
RESPONSIVE FAMILY CENTERED PRACTICES
Ensure that families receive individualized,
meaningful, and relevant services responsive to their beliefs, values, customs,
languages, and culture. We are committed to enhancing the quality of children’s
and families’ lives by promoting family well-being and participation in typical
life activities. The early childhood special education professional will
demonstrate respect for all families, taking into consideration and
acknowledging diverse family structures, culture, language, values, and
customs. (The Division for
Early Childhood, 2000)
Enhancement of Children’s
and Families’ Quality of Lives
3.
We shall demonstrate our respect and
concern for children, families, colleagues, and others with whom we work,
honoring their beliefs, values, customs, languages, and culture.
These three ideas are meaningful to
me and part of my professional
life because I am aspiring to form and
advocate a kind of classroom that will assist families and the advancement of
children that have disabilities and the ones that don’t.
References
NAEYC. (2005, April)
Code of Ethical conduct and statement commitment Retrieved on April 19,
The Division for Early
Childhood. (2000, August). Code of Ethics Retrieved on April 19, 2017
