Ethical considerations

Children and young people have human rights, just like adults. They also have the right to special protection because of their vulnerability to exploitation and abuse. (About Children's Rights | Australian Human Rights Commission, 2018) 

Reference | Australian Human Rights Commission, About Children's Rights, accessed 30/05/2024 https://humanrights.gov.au/our-work/childrens-rights/about-childrens-rights#:~:text=What%20are%20children's%20rights%3F,of%20the%20Child%20(CRC). 

• Children and young people have the right to be safe. 

• They have the right to their identity. 

• They have the right to feel a sense of belonging, to be heard. 

• They have the right to be cared for emotionally, physically and spiritually.

The first line of protection for children lies with their family, as this is where a child first experiences human interaction. More often than not this experience is characterised as positive with a child being raised in a nurturing and loving environment. 

Reference | UNICEF Australia, What are child rights? accessed 30/05/2024, https://www.youtube.com/watch?v=V1BFLitBkco&t=36s 

Reference | UNICEF Australia, United Nations Convention on the Rights of the Child, 2024, date accessed 30/05/2024 https://assets-us-01.kc-usercontent.com/99f113b4-e5f7-00d2-23c0-c83ca2e4cfa2/fc21b0e1-2a6c-43e7-84f9-7c6d88dcc18b/unicef-simplified-convention-child-rights.pdf 

Core Principles of the ECA Code of Ethics

Each child has unique interests and strengths and the capacity to contribute to their communities: we can implement this principle by providing opportunities for children to explore their interests and strengths, and by encouraging them to share their ideas and perspectives with others. For example, educators can provide a range of learning experiences that cater to different interests and abilities, and can encourage children to work collaboratively on projects that reflect their interests.

Children are citizens from birth with civil, cultural, linguistic, social and economic rights: | we can implement this principle by ensuring that children’s rights are respected and upheld in all aspects of their work. For example, educators can ensure that children have access to resources and opportunities that support their learning and development, and can advocate for children’s rights in policy and practice.

Effective learning and teaching is characterised by professional decisions that draw on specialised knowledge and multiple perspectives: we can implement this principle by engaging in ongoing professional learning and development, and by seeking out diverse perspectives and experiences. For example, educators can attend professional development workshops and conferences, and can collaborate with colleagues from diverse backgrounds to gain new insights and perspectives.

Partnerships with families and communities support shared responsibility for children’s learning, development and wellbeing: we can implement this principle by building strong relationships with families and communities, and by working collaboratively to support children’s learning and development. For example, educators can involve families in decision-making processes, and can seek out community resources and partnerships to support children’s learning and development. Democratic, fair and inclusive practices promote equity and a strong sense of belonging: Early childhood professionals can implement this principle by creating inclusive learning environments that promote equity and belonging for all children. For example, educators can ensure that all children have access to resources and opportunities that support their learning and development, and can create learning environments that reflect the diversity of the children and families they serve.

Respectful, responsive and reciprocal relationships are central to children’s education and care: we can implement this principle by building strong relationships with children, and by responding to their needs and interests in a respectful and reciprocal manner. For example, educators can engage in active listening and communication with children, and can respond to their needs and interests in a timely and appropriate manner.

Play and leisure are essential for children’s learning, development and wellbeing: we can implement this principle by providing opportunities for children to engage in play and leisure activities that support their learning and development. For example, educators can provide a range of play-based learning experiences that cater to different interests and abilities, and can encourage children to engage in outdoor play and physical activity.

Research, inquiry and practice-based evidence inform quality education and care:  we can implement this principle by engaging in ongoing research and inquiry, and by using evidence-based practices to inform their work. For example, educators can engage in action research projects to explore new approaches to teaching and learning, and can use data and evidence to inform decision-making processes

Professional boundaries

Professional boundaries refer to the limits and guidelines that define appropriate behavior and interactions within a professional context. These boundaries help maintain a respectful and ethical relationship between professionals and the individuals they serve. Professional boundaries in the context of working with children and young people, specifically in early childhood settings and schools, are the limits that define the appropriate and safe interactions between professionals (such as educators, teachers and their students or the children under their care). Here are some key points about professional boundaries:

Physical Boundaries: These relate to physical contact and personal space. Professionals should maintain appropriate physical distance and avoid any actions that could be perceived as invasive or inappropriate. For example, a therapist should not hug a client, and a teacher should maintain appropriate physical boundaries with students.

Emotional Boundaries: Emotional boundaries involve managing one’s own emotions and being aware of the emotional needs of others. Professionals should avoid becoming overly emotionally involved with children and families. Maintaining empathy without crossing into personal emotional attachment is essential.

Communication Boundaries: Effective communication is crucial, but professionals must be mindful of what information is shared and how it is conveyed. Confidentiality is a critical aspect of communication boundaries. Professionals should protect sensitive information and only share it with authorised parties.

Remember that maintaining professional boundaries ensures ethical practice, protects both professionals and those they serve, and contributes to a healthy and respectful working environment.