Ethics in Action in Early Childhood

Editor’s note: This text-based course is an edited transcript of the webinar, Ethics in Action in Early Childhood, presented by Stephanie Bivins, MEd.

Learning Outcomes

After this course, participants will be able to:

• Name ethical responsibilities to children, families, colleagues, community, and society.
• Identify ethical standards that address specific situations in early childhood practice.
• Describe core values to support developmentally appropriate practices.

Introduction

Welcome to Ethics in Action, a course focused on learning about and applying ethics to daily practice. Our key topics for discussion will be considering impact, the NAEYC Ethical Code of Conduct, ethical responsibilities, ethical situations and reflections, and core values. Thank you for joining and for your advocacy and work to support young children.

Consider Your Impact

We will start with a few reflection questions. You are welcome to pause here and grab a piece of paper to write down your thoughts and reflections. To begin, please consider how you impact the lives of the children you serve, the families you serve, your coworkers and workplace, and your community. I would also like to invite you to ask yourself what your ethical responsibilities are to each of these groups.

Early childhood education (ECE) is pivotal for healthy and enriching development and school readiness. It uniquely supports two generations by serving as a developmental, educational, and quality resource for children. Early childhood professionals play a crucial role in shaping young minds and heavily influencing each developmental domain.

Decisions, actions, reactions, and non-actions can impact children's experiences, memories, and environments. Considering core values and responsibilities can inform your daily decisions and actions when dealing with difficult situations. Professionalism and advocacy become ethical codes and core values that have an immense and multifaceted impact. The NAEYC Code of Ethical Conduct is designed as a guide to support early childhood educators in their daily practices. You may consider pausing here to open the link and refer to the full document, which can also be found in the references.

Ethical Responsibilities to Children

Let's discuss ethical responsibilities to children. Your role includes promoting a child's sense of self and honoring them as human beings.

This responsibility focuses on providing safe, healthy, nurturing, and responsive care and education. It involves utilizing developmentally appropriate practices, valid assessments, and data to inform decisions, as well as creating knowledgeable and responsive environments. Understanding a child's needs is crucial for their development, highlighting the importance of your guidance in nurturing their overall competencies and developmental domains.

Applying Ethics to Child Scenarios

Next, we will practice applying these ethics to child scenarios. Take some time to think about how you might apply these ethics to the proposed scenarios and reflect on your responses. Let's begin with the first scenario.

Sarah comes to the teacher whining, "Tyler hit me with the doll." Tyler tends to hit other children. Sarah tends to come to teachers with each problem she encounters. 

What is your initial reaction or thought to this scenario? Take a moment to pause and consider how you might respond. A common initial reaction might be to assess Sarah's well-being by asking if she is okay and inquiring about what happened. We may also address Tyler's behavior by reminding him that hitting is unacceptable. However, when we consider the ethical aspects and delve deeper into the situation, it is important to honor the vulnerability and dependence of both Sarah and Tyler while using our assessment and available information.

Consider:

I-1.4 To appreciate the vulnerability of children and their dependence on adults.
P-1.5 We shall use appropriate assessment systems, which include multiple sources of information, to provide information on children’s learning and development. (NAEYC, 2011)

When considering the rights of each child to meet their needs, along with how to adapt for children with or without disabilities and respond positively through guidance, it's crucial to acknowledge that all behaviors have functions, even in adults. For instance, if I spill my coffee in the morning, I will feel frustrated, likely resulting in different behavior than if my husband brought me coffee, giving me a good start to my day. Thus, it's essential to analyze the function of each behavior. Is it seeking attention, control, or avoidance?

Words like 'clean up' or 'pick up,' even in adult contexts, can sound overwhelming, particularly in large spaces. However, having fewer toys leads to less engagement. Picture labels can be remarkably successful as they aid children in categorizing and sorting. Additionally, they promote cognition and mathematical understanding while developing their sense of self within the social context and classroom community. This way, children learn important social skills, recognizing their role and contributions to the community.

In a guidance approach, offering two choices can benefit children like Tyler. For example, you can ask, "Will you be picking up the large blocks or the small color blocks?" Allowing them to decide provides a sense of empowerment. Moreover, you can offer to pick up the block they don't choose, further reinforcing cooperation and decision-making skills. Consider joining the child in picking up items to provide a positive example. You can express excitement, saying, "Oh, I'm so excited to see which one you're going to choose." This approach offers the child a sense of power and control in a comfortable and controlled manner. Regardless, we will be picking up some items.

Additionally, frontload their thoughts using "I statements." For example, you could say, "Oh, I want to be sure to put these things away so I can get to snack." Prepare the child with gentle warnings, such as a touch on the shoulder, saying, "In five minutes, we're going to be putting things away." Then, perhaps another reminder in two minutes. Transitions from enjoyable activities to less preferred ones can be challenging, even for adults. When I'm watching my favorite show, and my husband asks me to do the dishes, I might not want to either. Therefore, considering how this translates can be helpful too.

As for Tyler, could he be the "maintenance man" instead of the cleanup crew? For a week or a day, he could supervise while others pick up, learning what that entails, and then rotate the role. Furthermore, it's essential to provide positive example statements, such as describing observations of other children picking up. For instance, "I see Sarah carefully putting her toy away, and now she's headed over to snack."

Are you communicating at eye level, or are you shouting across the room, saying, "Tyler, pick up!"? Avoid creating confusion by involving the children in decision-making about why they should pick up their toys. Understanding the reason behind it can go a long way in fostering cooperation. Offer examples like, "I wonder why we should pick up; maybe it's so I can find that toy in that space tomorrow."

Joe is always running in the room. He doesn’t listen when told to stop. The teachers have had to fill out many “ouch” reports. Mom says he’s like this at home. He knocks down other children’s block towers. He runs through the classroom with a toy car, sometimes throwing it. Sometimes other kids get hurt. 

The teachers have had to fill out reports, possibly called 'ouch' reports, and Joe's mom mentions she struggles with similar issues at home as well. In the classroom, the children are upset because their block towers keep getting knocked down. Joe runs through the classroom with toys, sometimes throwing them and occasionally hurting other kids. So, if you consider this scenario, what's your initial reaction? How might you respond? I've heard other teachers describe Joe's behavior as defiant in this situation. They feel frustrated and overwhelmed, given the chaotic and uncontrollable atmosphere. However, it's crucial to recognize that the environments, both at home and in the facility, fail to address Joe's underlying needs, resulting in his behavior.

Consider:

I-2.4 To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children.
P-1.7 We shall strive to build individual relationships with each child, make individualized adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program . . . To ensure the child’s successes
(NAEYC, 2011)

Let's consider the ethics and the crucial need for resources and support for mom. To guide the next steps effectively, it's essential to delve deeper into the home environment. Communication with families plays a critical role in facilitating adaptation. Here are a few factors to consider initially. What is Joe eating before coming to the program, particularly his breakfast? If it mainly consists of popsicles or nutrition-lacking items, it could cause a sugar rush and overstimulation. What are Joe's sleeping patterns? If he's not getting enough sleep due to a new sibling or sharing a bedroom with multiple siblings, he may become overstimulated. Are there transitions occurring at home? Does Joe have siblings, and is he sharing a bedroom with them? Listening to the mother's insights can provide valuable knowledge to offer informed assistance.

The notion of defiance requires a child to fully understand another's perspective, which typically develops around the age of seven or eight due to age-appropriate egocentrism. Therefore, it is crucial to adapt when the needs of each child are not being met, both at home and in the facility.

Considering the room environment, whether at home or in the facility, is equally important. Checking for wide runways in the room and redesigning it into a maze-like setup might captivate Joe's attention and provide a conducive learning environment. Reorganizing sections to place things he enjoys upon entry, like moving the block section to a more accessible space, could be beneficial. Collecting data to observe the impact of the changes and adjusting accordingly is also recommended. The data collection process need not be intimidating; simple daily observations can suffice. Teachers can compare their notes to gain further insights while observing children's interactions and functioning in the different centers. This way, one staff member can focus on observing the classroom while another monitors specific areas.

Additionally, let's consider areas that might be high-volume and potentially causing overstimulation while also identifying areas with lower volume. For instance, the block center may have high volume, whereas the library area lacks sufficient attention. To decrease overstimulation in one area and encourage interest in another, strategies can be employed. How can we draw more children's attention to the library area? How do we adapt the environment to suit their needs? Being attentive to these aspects is crucial.

Developing clear and consistent messaging and statements can aid in guiding the children's behavior. For example, if Joe takes toys from other children or knocks down their towers, it's essential to communicate effectively. Phrases like, "That could be upsetting for you and your friend. They might not want to play later," help the child understand the consequences of their actions. Encourage positive behaviors by saying, "I will only knock down my own tower that I built. I'll ask my friend if I can knock down theirs." Providing reasons for certain scenarios helps children grasp the significance of appropriate actions.

Replacing undesirable behaviors with other large motor skills can be beneficial. For instance, instead of throwing a car, suggest throwing a ball. However, ensure that the replacement activity aligns with what is socially acceptable and safe in that specific setting. Reinforce the importance of keeping friends safe by saying, "It's our responsibility to keep our friends safe. We can't throw the car, but we can throw the ball." Moreover, it's essential to identify potentially hazardous areas, like sharp corners, and explain the risks to the child, saying, "You seem really upset when you get hurt. That would be sad for you, right? But you can jump and dance over here." Offering to engage in these activities with them can also encourage participation and cooperation.

Ethical Responsibilities to Families

Okay, let's shift our focus to ethical responsibilities toward our families.

• Honor families
• Develop a relationship of mutual trust
• Respect dignity and preference
• Acknowledge rights
• Involved decisions
• Listen and build family strength
• Enhance ECE knowledge
• Be a resource

Our role is to empower, guide, involve, and honor the families who entrust us with their most precious possessions. Families serve as the core unit for the child, extending their influence well beyond the early childhood education setting. By linking the child, the family, and the educational staff, a strong bond is formed centered around the child's well-being. As early childhood educators, we act as facilitators, guiding the child and the family toward healthier development. It's important to acknowledge that the ultimate responsibility for the child lies with their family.

Applying Ethics to Family Scenarios

Now, let's move on to practicing the application of ethics through various proposed family scenarios, following the same format as before.

Sarah’s mother drops her off early when she can. She never reads the newsletter sent home. She is usually late to pick up Sarah and does not stay to visit about her child’s day like some of the other mothers.

When considering this scenario, it's natural for teachers and directors to have varied reactions and thoughts. Some might feel frustrated due to perceived lack of communication and involvement from the parent. They may find it challenging to connect with the parent, leading to an uncomfortable relationship. Feelings of frustration can arise when essential information about the child's day is not effectively conveyed to the parent. Additionally, if the parent always seems rushed, it might further hinder effective communication and understanding.

Consider:

I-2.2 To develop relationships of mutual trust and create partnerships with the families we serve.
P-2.5 We shall make every effort to communicate effectively with all families in a language that they understand. We shall use community resources for translations and interpretation when we do not have sufficient resources in our own programs. (NAEYC, 2011)

When considering the ethics in this situation, there appears to be a significant disconnect. However, developing relationships based on mutual trust and strong partnerships, as discussed earlier, is essential. Some teachers may feel that the parent is disinterested in the child's care or unaware of their day. However, understanding the family's circumstances can prevent such disconnects.

Let's think about Sarah's mother. She consistently drops off early and picks up late, suggesting she might be incredibly busy and under significant stress. Perhaps she's a single mom trying to manage multiple responsibilities. It's possible that the distance between her work and the childcare facility adds to her challenges. Moreover, she may feel uncomfortable in educational settings, possibly due to negative experiences during her own early childhood or simply not being at ease with such formats.

Considering communication methods is vital. Are newsletters provided in her spoken language, and does she have the opportunity to read them? Have we inquired about her preferred communication style? Sending information at the end of the day may not be ideal, as parents might be busy and unable to absorb it.

To bridge this gap, we must make extensive efforts to expand how we share information. For instance, surveying parents about their preferred engagement methods could be helpful. Some parents may prefer texts and photos, while others might prefer email communication. Private group blogs can also facilitate effective information sharing. Meeting parents at their communication levels and styles can mend or prevent disconnections. Not everyone uses social media, and not everyone checks their emails frequently. Additionally, one-on-one communication may be preferred by some, as it feels less confrontational. Ultimately, merely asking parents about their needs and preferences can go a long way in building relationships and bridging disconnects.

Tyler’s father approaches the Director, furious. He states the teacher does not address Tyler’s needs in the classroom. Tyler complains that he hates this school and doesn’t have any friends. The Director approaches the teacher, one of three teachers that work with Tyler.

If I were one of the teachers in this scenario, my initial reaction might be a mix of concern and discomfort. Confrontations of this nature can be overwhelming and reactive, and I would need to be mindful of my own temperament and emotional response. However, I would also recognize the importance of my ethical responsibilities to collaborate with my colleagues and work towards resolutions that benefit the child.

In approaching the situation, I would focus on the commitment to collaboration and keeping the child's well-being in mind. Even if the parent's feedback feels invasive, I would appreciate their communication and validate their concerns. Understanding that they are bringing something important to the team, I would suggest taking time to meet as a team and prepare data to address the scenarios effectively. When addressing the parent, I would take a moment to compose myself and express gratitude for their concern and willingness to communicate. I would propose a meeting with the team to compare data and ensure a cohesive approach to finding solutions.

Joe’s mother describes a struggle at home. She says Joe is constantly climbing on top of tables and furniture. She is worried he’s going to get hurt and feels like he’s out of control sometimes. He bites and hits his younger siblings.

Mom is feeling very chaotic. When considering this scenario, what might be your first reaction or thought if a mom comes to you with information like this? Some teachers might react with, "Whew, that's what he is doing in the classroom," while also considering that Joe may be lacking some boundaries and not receiving the social-emotional guidance he needs. These could be common reactions from teachers in this situation, who might feel frustrated and unsure about how to proceed.

Consider:

I-2.4 To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children. 
I-2.8 To help family members enhance their understanding of their children, as staff are enhancing their understanding of each child through communications with families, and support family members in the continuing development of their skills as parents. (NAEYC, 2011)

Let's consider the ethics with this in mind. As educational professionals, we must acknowledge that we are early childhood experts, while most family members or guardians are not. They have expertise in other fields, and that's why we're here – to support and guide them. Understanding their parenting styles and cultural beliefs is essential in nurturing their knowledge base.

To support the parent, start by asking about her tried techniques and what works or doesn't work with Joe. Validating her struggles is vital, as raising children can be challenging. Share what's working in the classroom and what hasn't, identifying common themes. Collaboratively find solutions and support attempts of these methods both at home and in the classroom. Collecting data simultaneously can provide valuable insights.

Consider behavior replacements to address Joe's actions, such as, "We can't pull hair. That might hurt your sister. What else can you pull on that won't hurt her?" Offer ideas and solutions, brainstorm together, and monitor the results over time. Joe's need for large motor play is evident. Explore whether he has access to such spaces at home or nearby. Providing information on developmental domains and age-appropriate behavior, especially regarding biting, can help the parent understand Joe's behavior better. Offer coaching to handle challenging situations and encourage open communication. By working together, we can create a supportive environment for Joe and his family, fostering his positive development and overall well-being.

Ethical Responsibilities to Colleagues

Our ethical responsibilities to colleagues include:

• Establish and maintain a caring, cooperative, professional, and respectful environment
• Foster trust, confidentiality, and collaboration
• Honor colleague contributions
• Resolve manners professionally
• Focus on quality care and education

Teachers must model self-regulation, collaboration, and problem-solving to create climates of mutual trust. Children keenly observe and learn from how their peers interact with adults. Experts emphasize that children acquire behaviors and social skills through close relationships, shaping their self-images and perceptions of others. These experiences significantly impact their enthusiasm and engagement in learning.

Applying Ethics to Colleague Scenarios

A teacher in the toddler room is always holding Sarah. She holds her even when she’s not upset. When this teacher is not in the classroom, Sarah is constantly wanting to be held by the other teachers and cries when they don’t. The other teachers say that they just wish the teacher would quit holding her all the time and it causes a problem for the rest.

If we reflect on this scenario, what might be your initial reaction or past experiences in similar situations? What were some successful and unsuccessful approaches? Each of us brings unique ideas, teaching styles, and cultural beliefs to the classroom, influenced by our personal experiences. These elements shape the classroom environment as soon as we step in, as we become part of its influence. It's important to recognize our cultural beliefs and biases and remain open to the perspectives of others. Ultimately, our focus should be on what is best for the child.

Consider:

I-1.3 To recognize and respect unique qualities, abilities, and potential of each child. 
P-3A.1 We shall recognize the contributions of colleagues to our program and not participate in practices that diminish their reputations or impair their effectiveness in working with children and families. (NAEYC, 2011)

When considering the ethics in this scenario, the responsibilities towards the child and colleagues significantly overlap. We must acknowledge and respect each child's needs while honoring our colleagues' perspectives and contributions. It is perfectly normal for children to develop attachments to specific teachers, which fosters healthy secure connections. Recognizing and appreciating this bond is essential. Additionally, offering support to the teacher is crucial, as they might become overwhelmed with attending to the child's needs exclusively.

Being mindful of Sarah's large motor skill development is essential, ensuring she has enough time for walking, jumping, and engaging with other children. Understanding her family dynamics is also crucial; the secure attachment may hold more significance than initially apparent. Offering alternative ways to foster closeness, beyond constant holding, can be valuable. For instance, allowing Sarah to sit on the teacher's lap while engaging with other children nearby, enabling parallel play and social interaction. Gentle pats or rubs on the back while sitting next to her can also provide soothing support.

As a team, teachers can discuss and collaborate on a cohesive plan to ease the situation, continually assessing its effectiveness. Are the methods employed yielding positive results? If not, what adjustments should be made? Ongoing communication and evaluation will guide their approach for the best possible outcome.

Paired with a new staff member with higher credentials, the staff member gets really frustrated when Tyler throws a toy at her. She doesn’t yell, but is tense, and she orders Tyler to “Pick it up, now!”

When considering this scenario, and perhaps you have encountered a similar situation, what would be your initial reaction or thought? It can be daunting, especially when approaching a colleague with higher credentials and more experience, to discuss such matters. However, it is essential not to underestimate your own understanding of developmentally appropriate practices and guidance theory. Your knowledge and expertise also hold value in addressing this situation.

Consider:

P-4.1 We shall communicate openly and truthfully about the nature and extent of services that we provide.
I-3B.2 To assist the program in providing the highest quality of care. (NAEYC, 2011)

Let's consider the ethics in this scenario. It is crucial to prioritize what is best for the children and maintain open communication with colleagues. However, it's important to acknowledge that we all experience stress and deal with various emotions when working with young children. In this situation, both parties are undoubtedly frustrated. How can we provide a sense of calm relief to the coworker? A gentle hand on the shoulder and a warm smile could go a long way. You might ask, "You seem a little tense. How could I help?" Offering to trade duties temporarily can give the coworker some time to regroup and take deep breaths.

Calming breaths can also be beneficial for Tyler, helping him to calm down and better address the situation. When individuals are extremely frustrated or upset, their minds may not be ready to jump to a solution. Calming breaths can help soothe the amygdala, allowing the prefrontal cortex to reengage and facilitate problem-solving. After taking calming breaths, you can model for Tyler how to express his emotions appropriately. For example, you might say, "Tyler, I see that you're upset. Throwing toys can hurt others. We don't throw our toys when we're upset, but you could throw your fist to the ground. Should we practice doing that?" By suggesting a behavior replacement and explaining why throwing toys is not acceptable, you can help Tyler understand and manage his emotions better.

This approach can also serve as a model for the coworker while she takes a moment to reset. Children often learn from observing our interactions and problem-solving methods. Expressing statements like "It's okay to get mad. It's the action we work to replace, not the emotion" can reinforce positive behavior and emotional regulation. By employing these techniques, we can create a supportive environment for both children and colleagues, fostering growth and learning for everyone involved.

Ethical Responsibilities to Community and Society

Our ethical responsibilities to the community and society are individual and collectively shared within the community. Remember these things:

• Ensuring the welfare and protection of children
• High-quality care through education, research, data-based decisions, and advocacy
• Support policies and laws
• Promote the well-being of children and their families
• Work collectively towards healthy human development

As a specialized expert in early childhood, you serve as a voice for the best interests of young children. Advocating for them plays a crucial role in creating awareness of best practices. Children may not always know how to express their feelings, making your voice essential in representing them. Being an advocate and an early childhood professional requires careful consideration of these factors.

Applying Ethics to Societal Scenarios

Now, let's apply ethical principles to societal scenarios and practice them using the same format.

Tyler’s mother makes a comment that she prefers one teacher’s practices over others. She feels that he participates better when he is with the one teacher and requests that they are the only one to engage with Tyler.

When considering this scenario, what might be your initial reaction or thought? It could potentially make either teacher feel uneasy or uncomfortable. The chosen teacher may experience conflicting emotions, feeling both good and bad at the same time, as she's being recognized for her successful approach with Tyler. However, this situation could create discomfort among the staff as they grapple with how to address it. Tensions might arise on either side in a scenario like this.

Consider:

I-2.6 To acknowledge families’ child rearing values and their right to make decisions for their child. 
I-3A.3 To support co-workers in meeting their professional needs and in their professional development (NAEYC, 2011).

Let's examine the ethics in this situation. We must honor family input and their right to decide elements within care, even if it doesn't align with the chosen element. Additionally, we must support our coworkers while remaining realistic about the situation. One approach could be to ask the mother to consider the beneficial engagements that Tyler or the teacher have expressed and which ones she would like to see repeated. Collecting data on effective strategies and sharing it with the team and the director can be helpful. These identified strategies can form the basis of a plan that could be presented to the mother, addressing her concerns and acknowledging that the favored teacher may not always be present. Being realistic about the program and understanding that other team members can also offer valuable contributions to support the family is crucial.

Sarah’s mother states, ‘How hard can it really be to watch some kids? I’m a mom, that ought to make me qualified.”

Unfortunately, this scenario can occur in this field, and it might be something you've experienced, which can be extremely frustrating and infuriating. If we contemplate this situation, what is your initial reaction or thought? Hearing a statement like this is truly disheartening, and I have witnessed similar incidents while coaching in various scenarios, observing the deflation and hurt it causes among the teaching staff. However, it can be a common perception. As an advocate, finding your own comfort level in addressing such difficult statements may take time to develop.

Therefore, you might want to take some time to consider how you would handle this scenario. What could you say to the teaching staff, and potentially this parent, to shed some light on the matter? Reflect on your past experiences; maybe you've encountered similar situations before. Consider what approaches worked and what didn't in those instances.

Consider:

I-4.4 To work through education, research, and advocacy toward a society in which all young children have access to high-quality early care and education programs.
P-4.5.2 We shall be knowledgeable about the appropriate use of assessment strategies and instruments and interpret results accurately to families. (NAEYC, 2011)

If we look at the ethics involved in this situation, it's essential to start by acknowledging the differences between caring for children who are not your own. Various elements, cultural factors, and legal responsibilities come into play when providing licensed and quality childcare and education, which differ from being a parent. Early childhood educational providers have specialized education, professional development, training, and certifications that make them uniquely qualified for their role.

To build understanding with parents, consider sharing small tidbits of early childhood education information. Instead of relying on one blanket statement, incorporate these tidbits strategically in newsletters, communications, blogs, or texts. Adults often absorb information better from the middle of a message rather than the beginning or end.

Displaying educational qualifications and having a professional library available can also demonstrate the specialized nature of early childhood education and help parents understand that it isn't babysitting, it is early childhood education. When explaining curriculum or daily activities, provide information on the developmental domains being addressed, linking the children's actions to specific learning goals. Sample portfolios can be shared with parents, offering templates that highlight the developmental domains and illustrate the learning that occurs during play.

Take the opportunity to explain how play-based activities are, in fact, educational. For example, working with Play-Doh develops fine motor skills, a precursor to writing and literacy. Repeating patterns with manipulatives is algebra for a four-year-old. Engage parents in activities they can do at home, like bread making, which fosters various skills such as early reading, math, and science as they read picture recipes, measure ingredients, and see the transformation when they mix ingredients. Encourage parents to ask questions like, what do you think will happen when I add the water? What happens when I stir it? Did you notice the texture? Those are all helping with cognition.

For infants, similar activities can be adapted to suit their developmental stage. Explain the purpose of activities and connect them to specific areas of learning to increase awareness of early childhood education. Provide evidence of their child's engagement and interaction in activities, such as data collections, to inform parents who may have misconceptions about the educational value of such activities.

Incorporating these strategies can help bridge the gap between early childhood professionals and parents, fostering a better understanding of the educational and developmental aspects of early childhood care and education.

Core Values

As we reflect on the ethical responsibilities we discussed and practice applying them in various scenarios, it's essential to consider our own core values and how they align with these principles. Maybe you've encountered similar situations or have your own scenarios in mind. Continue to explore how these ethical considerations can guide your daily practices and help you navigate difficult scenarios.

Take a moment to appreciate childhood as a unique and valuable stage in life, and base your work on knowledge of how children develop and learn. Recognize and support the bond between children and their families, understanding that children are best understood within the context of family, culture, community, and society. Moreover, respect the dignity, worth, and uniqueness of each individual.

As you think about your core values, consider if there are any values you'd like to add or deepen. Take a moment to appreciate the efforts you're already making toward these values and ethical responsibilities. Your advocacy and dedication to supporting young children are highly appreciated.

Thank you for joining and contributing to the well-being and development of the children under your care. Your commitment to their growth and learning is truly valuable.

References

Copple, C., & Bredekamp, S. (2013). Developmentally appropriate practice: Focus on preschoolers. Washington, DC: NAEYC Books.

Gartrell, D. (2011). A guidance approach for the encouraging classroom (6th ed.) Belmont, CA: Wadsworth.

National Association for the Education of Young Children. (2011). NAEYC Code of ethical conduct and statement of commitment. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics Position Statement2011_09202013update.pdf