NAEYC Ethical Code of Conduct Assignment Paper

NAEYC Ethical Code of Conduct Assignment Paper

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NAEYC Ethical Code of Conduct Assignment Paper

Please read the scenario.

A family arrives at a community clinic with their 2½-year-old son, Matthew. The parents report that Matthew has been struggling in his Early Head Start classroom. After more than six months in the program, Matthew continues to cry intensely at drop-off for at least 45 minutes each day. He has become increasingly aggressive toward other children, and the program director has issued multiple warnings to Matthew’s parents about his problematic behavior. For the last three weeks, the school has called Matthew’s mother several times per week to request that she pick him up early due to behavioral concerns.

Matthew’s parents report significant anxiety about the possibility of losing Matthew’s EHS placement. They have struggled to find affordable child care and previously had to switch providers every few months. In addition, the family reports significant financial strain, which has been exacerbated by concerns that Matthew’s mother may be at risk of losing her job if she continues to leave work early to support Matthew. Matthew’s parents acknowledge fighting daily about how best to manage his behaviors and report feeling that they are in crisis.

Directions:

Step 1: Use the NAEYC Ethical Code of Conduct to list what ideals and principles should guide a professional in working with this family.

Step 2: Using at least four of the ethical ideals or principles, create an advocacy plan.

Step 3: Theorize about the three steps of advocated listed under the chart.

Create an advocacy plan.

Create an advocacy plan to support the family described above. In developing your advocacy plan, describe strategies relevant at multiple levels in the environment (e.g., family context, school context, work environment). Describe at least four advocacy strategies, including the purpose of the advocacy strategy. Indicate whether each strategy should be considered an example of case or administrative advocacy.

Case advocacy is acting on behalf of a client (individual, family, or group) in order to access needed resources, and services.

Administrative advocacy encompasses a variety of positions concerned with influencing the formation, application, or change of rules within an organization.

Advocacy Strategy	Purpose of Advocacy Strategy	Type of Advocacy Strategy (e.g., case or administrative)

Answer these questions as you theorize:

Identify the problem

Identify the resources

Identify the barriers (include laws, policies, and power)

Adapted from CSUF CAS Department Advanced Practicum Assignment

Ethical Responsibilities to Community and Society

Early childhood programs operate within the context of their immediate community made up of 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 educa- tion 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 acknowl- edge 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.

The ideals and principles in this section are presented to distinguish between those that pertain to the work of the individual early childhood educator and those that more typically are engaged in collectively on behalf of the best interests of children—with the understanding that individual early childhood educators have a shared responsibility for addressing the ideals and principles that are identified as “collective.”

Ideal (Individual)

1-4.1—To provide the community with high-quality early childhood care and education programs and services.

Ideals (Collective)

I-4.2—To promote cooperation among professionals and agencies and interdisciplinary collaboration among professions concerned with addressing issues in the health, education, and well-being of young children, their families, and their early childhood educators.

I-4.3—To work through education, research, and advo- cacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.

I-4.4—To work through education, research, and ad- vocacy toward a society in which all young children have access to high-quality early care and education programs.

I-4.5—To work to ensure that appropriate assessment systems, which include multiple sources of informa- tion, are used for purposes that benefit children.

I-4.6—To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgment of children’s rights and greater social acceptance of responsibility for the well-being of all children.

I-4.7—To support policies and laws that promote the well-being of children and families, and to work to change those that impair their well-being. To partici- pate in developing policies and laws that are needed, and to cooperate with families and other individuals and groups in these efforts.

I-4.8—To further the professional development of the field of early childhood care and education and to strengthen its commitment to realizing its core values as reflected in this Code.

Principles (Individual)

P-4.1—We shall communicate openly and truthfully about the nature and extent of services that we pro- vide.

P-4.2—We shall apply for, accept, and work in positions for which we are personally well-suited and profession- ally qualified. We shall not offer services that we do not have the competence, qualifications, or resources to provide.

P-4.3—We shall carefully check references and shall not hire or recommend for employment any person whose competence, qualifications, or character makes him or her unsuited for the position.

P-4.4—We shall be objective and accurate in report- ing the knowledge upon which we base our program practices.

P-4.5—We shall be knowledgeable about the appropri- ate use of assessment strategies and instruments and interpret results accurately to families.

Copyright © 2011 by the National Association for the Education of Young Children

7NAEYC Code of Ethical Conduct Revised May 2011

P-4.6—We shall be familiar with laws and regulations that serve to protect the children in our programs and be vigilant in ensuring that these laws and regulations are followed.

P-4.7—When we become aware of a practice or situa- tion that endangers the health, safety, or well-being of children, we have an ethical responsibility to protect children or inform parents and/or others who can.

P-4.8—We shall not participate in practices that are in violation of laws and regulations that protect the chil- dren in our programs.

P-4.9—When we have evidence that an early childhood program is violating laws or regulations protecting children, we shall report the violation to appropriate au- thorities who can be expected to remedy the situation.

P-4.10—When a program violates or requires its em- ployees to violate this Code, it is permissible, after fair assessment of the evidence, to disclose the identity of that program.

Copyright © 2011 by the National Association for the Education of Young Children

Principles (Collective)

P-4.11—When policies are enacted for purposes that do not benefit children, we have a collective responsibility to work to change these policies.

P-4-12—When we have evidence that an agency that provides services intended to ensure children’s well- being is failing to meet its obligations, we acknowledge a collective ethical responsibility to report the problem to appropriate authorities or to the public. We shall be vigilant in our follow-up until the situation is resolved.

P-4.13—When a child protection agency fails to provide adequate protection for abused or neglected children, we acknowledge a collective ethical responsibility to work toward the improvement of these services.

8NAEYC Code of Ethical Conduct Revised May 2011

Code of Ethics . Defines the core values of the field and provides guidance for what professionals should do when they encounter conflicting obligations or responsibilities in their work.

Values . Qualities or principles that individuals believe to be desirable or worthwhile and that they prize for themselves, for others, and for the world in which they live.

Core Values . Commitments held by a profession that are consciously and knowingly embraced by its practitioners because they make a contribution to society. There is a difference between personal val- ues and the core values of a profession.

Morality . Peoples’ views of what is good, right, and proper; their beliefs about their obligations; and their ideas about how they should behave.

Ethics . The study of right and wrong, or duty and obligation, that involves critical reflection on moral- ity and the ability to make choices between values and the examination of the moral dimensions of relationships.

Professional Ethics . The moral commitments of a profession that involve moral reflection that extends

and enhances the personal morality practitioners bring to their work, that concern actions of right and wrong in the workplace, and that help individuals re- solve moral dilemmas they encounter in their work.

Ethical Responsibilities . Behaviors that one must or must not engage in. Ethical responsibilities are clear-cut and are spelled out in the Code of Ethical Conduct (for example, early childhood educators should never share confidential information about a child or family with a person who has no legitimate need for knowing).

Ethical Dilemma . A moral conflict that involves determining appropriate conduct when an indi- vidual faces conflicting professional values and responsibilities.

Sources for glossary terms and definitions

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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