Examining Codes of Ethics

Examining Codes of Ethics.

Three ideals contained in NAEYC codes of ethics that are meaningful to me and their significance to my professional life.

Ideals (naeyc)

The ideals reflect the aspirations of practitioners.

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.

I choose this ideal as one of the most meaningful to my heart, as I know school is the safest place for almost all the children, it does not matter how old they are. It is their sanctuary.

When I think about the children who are in the classroom everyday, I believe it is my responsibility to create and maintain a safe and healthy environment for them. Especially with all the bugs going around these days I have to make sure it is extra clean and safe. They all know that their classroom is their safe place. They get used to the routine and schedule sooner when they feel that they belong there. When they are respected and the expectations are simple, clear and understood, it is a smooth sailing environment with social, emotional, cognitive and physical development taking place every moment of the day. There could be rough seas but they do not last longer as children know what is expected of them. Without having order in the classroom, learning environment hardly exists.  

I-1.8—To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.

As an educator I have to remember that each and every child is an individual person and that they have their own rights. With or without disabilities all children love to play and they need to play. I must provide appropriate toys and equipments for them to play and learn with. As every child learns through play, they deserve to have an environment that they feel safe and cared for. As an educator it is my duty to let them grow healthy to reach their potentials. Early years of the brain development matters for the rest of the life of a child and it will happen naturally in an environment where it is safe, cared and provided with the tools that the child needs. Whether the children are with disabilities or not they have a right to get the best education possible.

I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.

In this ever changing world I always have to be open-minded about each and every child’s culture, language and family structure. Culturally there are lots of differences: cloths, rules, foods, there are children who are pure vegetarians, who have allergies, who eat gluten free food, some do not eat certain kinds of food due to religious believes, and list goes on. When it comes to language, there are children who start school knowing only their first language or as English language learners and it is my responsibility to open their world to another language. It takes time; some learn the language faster than the others. But they all need time and patience. When it comes to ethnicity the best is to ask polite questions and learn from the family. Family structure is also a valuable part of a child’s life. They differ from single mom or dad families, two parent families, foster care families, adapted families, bi-racial families or grandparents as parents families to name a few. Who is at the top of the family hierarchy is another important detail of a family. Sometimes, families can be immigrant or not legal immigrants. There are so many details to pay attention and learn as I work with the children as well as the families.

Some words that I think all the early childhood professionals have to keep in mind all the time.

Statement of Commitment:
As an individual who works with young children, I commit myself to furthering the values of early childhood education as they are reflected in the ideals and principles of the NAEYC Code of Ethical Conduct. To the best of my ability I will

• Never harm children.

• Ensure that programs for young children are based on current knowledge and Research of child development and early childhood education.

• Respect and support families in their task of nurturing children.

• Respect colleagues in early childhood care and education and support them in maintaining the NAEYC Code of Ethical Conduct.

• Serve as an advocate for children, their families, and their teachers in community and society.

• Stay informed of and maintain high standards of professional conduct.

• Engage in an ongoing process of self-reflection, realizing that personal characteristics, biases, and beliefs have an impact on children and families.

• Be open to new ideas and be willing to learn from the suggestions of others.

• Continue to learn, grow, and contribute as a professional.

• Honor the ideals and principles of the NAEYC Code of Ethical Conduct

Core values

Standards of ethical behavior in early childhood care and education are based on commitment to the following core values that are deeply rooted in the history of

the field of early childhood care and education. We have made a commitment to

• Appreciate childhood as a unique and valuable stage of the human life cycle

• Base our work on knowledge of how children develop and learn

• Appreciate and support the bond between the child and family

• Recognize that children are best understood and supported in the context of family, culture,* community, and society

• Respect the dignity, worth, and uniqueness of each  individual (child, family member, and colleague)

• Respect diversity in children, families, and colleagues

• Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect