Examining Codes of Ethics

Upon examining the NAEYC Code of Ethics and DEC Code of Ethics, I chose three ideals that are  important to me as an early childhood educator. The first ideal that I find important is "I-3A.2-- To share resources with co-workers, collaborating to ensure that the best possible early childhood care and education program in provided" (NAEYC, 2005, pp 5). While every early education program certainly strives to be the best, it is often difficult to be the best unless new ideas and knowledge are constantly flowing through the program, reaching the educators. The educators with which I work and I are consistently attending conferences, trainings, and formal classes to keep up with current research and trends in early childhood. When we return to the program after attending these educational events, we educators share what we have learned with everyone in the program. This process keeps all of our educators up-to-date with current practice, helping to keep our program developmentally appropriate.

A second ideal from NAEYC Code of Ethics is "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, pp 2). This relates to the first ideal I chose as I feel that as early educators, we must stay current on the research and trends in order to provide the best possible care and education to the families we serve.

A third ideal from NAEYC Code of Ethics is "I.3B.1-- To assist the program in providing the highest quality of service" (NAEYC, 2005,pp 5). Along with being a teacher in the program in which I work, I am also the Quality Control Administrator. One of my responsibilities is to make sure we retain our quality rating with NAEYC by constantly reviewing and updating our educators, trainings, and the daily working of our program.

The first ideal I find important as an early educator of special needs children is "1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child" (DEC, 2000, pp 1). Treating children with respect should be one of the highest responsibilities of an early childhood educator. Being disrespectful or using degrading or derogatory language with a child is never acceptable. 

The second ideal I find important as an early educator is "4. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services" (DEC, 2000, pp 2). Educators fresh out of school or from other programs, may find themselves uncomfortable in a new environment. Asking them to take over a classroom without some kind of guidance is not only a poor way to run a program, but also obviously unethical. Assisting children with special needs can be overwhelming to an educator with little experience. Providing guidance based on evidential research in early childhood special needs is one way for me to grow as a professional.

The final ideal I feel is important is "1. We shall rely upon evidence based research and interventions to inform our practice with children and their families" (DEC, 2000, pp 3). Many educators have a natural rapport with children and families. While this is very helpful in building relationships with families and children, it is not enough when speaking with and giving advice to families of children with special needs. An educator needs to be aware of the best, most up-to-date, and evidenced based research to not only provide the most appropriate care and education to children with special needs, but also to speak with the child's family about why you are doing what you are doing and what they can do to help their child.

These six ideals relate to my goals as an early childhood professional by addressing my desire to educate early educators and provide training and appropriate advice to families.

The Division for Early Childhood. (2000, August). Code of ethics. Retrieved April 12, 2011, from
http://www.dec-sped.org/

NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved April 12, 2011, from
http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf