Examining Codes of Ethics

NAEYC principle P-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 principal has precedence over all others in this code." (NAEYC, 2005, April) The principles listed to support the ethical responsibilities we have to children immediately reveal the complex and sometimes frightening nature of an early childhood professional. We work with young children and families because we love them, plain and simple. Yet, in too many of the child care centers I visit, I hear harsh or belittling language, even sarcasm spoken to children. I hear staff talk about the children's parents in a less-than-supportive manner within earshot of the children. I observe rolling eyes when a child has a toileting accident, or spills food, or even touches the floor after washing his hands before lunch. This behavior covers all of the harm described above, with the exception of physical harm. These environments are licensed centers and Head Start programs, and are full of harmful influences. State licensing continues to overlook this behavior in preparing inspection reports, and Head Start employees appeal to their union to protect them from dismissal from their jobs as teachers, assistant teachers and food service staff. How might monitoring agencies correct or eliminate harmful attitudes? Perhaps training in NAEYC Code of Conduct for all early childhood programs is a strategy needing an advocacy push.

Sometimes, the ideals addressing the reporting of suspected child abuse and neglect run counter to the employer's policy regarding such reporting. (P-1.8 through P-1.11 describe ethical conduct about reporting suspected abuse or neglect.) The Ideals of Responsibilities to Employers in Section III B specify that laws and regulations designed to protect children override program policies, and that "one should do nothing to diminish the reputation of the employer, unless the program is violating child protection laws." (NAEYC, 2005, April.) Here is where an early childhood professional must advocate for children regardless of the personal consequences. This is where morality meets ethics. Has anyone else been at this crossroad? It is truly a sad and scary place to be, when the employer denies the appearance of abuse or neglect, and requires the reporting staff to ignore their observations and concerns.

Both DEC and NAEYC Codes address the ethical responsibilities to collaborative agencies, and this concept is truly in the best interest of children, providing a safety net of services that is strong and tightly woven. Once again, however, early childhood professionals sometimes find the politics of authority and funding to be a barrier to collaboration. In the examples above, licensing and Head Start monitoring agencies may not always act in the best interest of children when they consider the needs and wants of the adults before those of the children. Remember those wonderful words of Renatta M. Cooper, "This can never be about you." . (Professionalism, Advocacy, and Leadership in Early Childhood). This quote would be a very appropriate title for these collections of ethics.

I am convinced that this will be a focus of my future advocacy efforts,
to actively and purposefully teach these ethics in my daily communications with early childhood caregivers.


Resources

Video Program: "Professionalism, Advocacy, and Leadership in Early Childhood"

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

The Division for Early Childhood. (2000, August). "Code of Ethics". Retrieved May 26, 2010, from http://www/dec-sped.org/

Early Childhood Development Resources

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4477713/educ6005_readings/naeyc_dap_position_statement.pdf
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
  
  Note: The following article can be found in the Walden University Library databases.
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al.  (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
  Use the Academic Search Complete database, and search using the article's title. 

Part 2: Global Support for Children’s Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
   
• Websites:
  • World Forum Foundation
    http://www.worldforumfoundation.org/wf/about.php
    This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage 
  • World Organization for Early Childhood Education
    http://www.omep.org.gu.se/English/about_OMEP/
    Read about OMEP’s mission. 
  • Association for Childhood Education International
    http://acei.org/about/
    Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.

Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.

Part 3: Selected Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
• The Division for Early Childhood
  http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
  http://www.highscope.org/
• Children’s Defense Fund
  http://www.childrensdefense.org/
• Center for Child Care Workforce
  http://www.ccw.org/
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
• National Child Care Association
  http://www.nccanet.org/
• National Institute for Early Education Research
  http://nieer.org/
• Pre[K]Now
  http://www.preknow.org/
• Voices for America’s Children
  http://www.voices.org/pages/page.asp?page_id=22807
• The Erikson Institute
  http://www.erikson.edu/
     

Part 4: Selected Professional Journals Available in the Walden Library
Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to “How Do I...?”, select “Tips for Specific Formats and Resources,” and then “e-journals” to find this search interface.)

• YC Young Children
• Childhood
• Journal of Child & Family Studies
• Child Study Journal
• Multicultural Education
• Early Childhood Education Journal
• Journal of Early Childhood Research
• International Journal of Early Childhood
• Early Childhood Research Quarterly
• Developmental Psychology
• Social Studies
• Maternal & Child Health Journal
• International Journal of Early Years Educatio

Additional Resources:

http://www.ode.org/         website for the Ohio Department of Education
www.ed.gov/                  website for the U.S. Department of Education
www.boysadrift.com/       website of Dr. Leonard Sax, MD, PhD. about current social issues faced by boys from early childhood to young adulthood.


Tough, Paul. (2008) Whatever it Takes. Geoffrey Canada's Quest to Change Harlem and America. New York, NY: Houghton Mifflin Company.

The following is a one-way listserve site that delivers new studies and reports related to the early childhood field several times a month.  It has been an invaluable recource for me to stay abreast of current issues in early childhood.
 To subscribe, send an e-mail to listserv@unc.edu with a blank subject line. The text of the message must be: subscribe natural_resources2    Note: Type the message. Do not copy and paste. Be sure the Subject is blank, then send the message.

Wisdom from the Field, and From my Heart

Words to remember from The Passion for Early Childhood (video)

" It's not all about you. You've got to take your ego out of it and think about what's best for the child." Renatta M. Cooper

"What do I do so naturally...that is challenging to others?"     Leticia Lara, LCSW

Dr. Stanley Greenspan on overcoming his own learning difficulties

"... people have an enormous capacity to use their strengths to compensate for any areas of vulnerability."

Dr. Stanley Greenspan

Some advice from Dr. Edward Zigler

"In the good years, work very hard to win everything that's possibly winnable. In the bad years, work just as hard to keep your losses to a minimum. There are good times, and there are bad times. But you have to stay in the game."
Dr. Edward Zigler