Embedded Files
In fall 2021, I registered for EDU 131-N820, Child, Family and Community.
My instructor is Christine Sargeant.
Her email address is christine.sargeant@cpcc.edu.
Her WebEx address is https://cpcc.webex.com/meet/sargeant.
My writing tutor is Lisa Bumbulucz.
Her email address is lisa.bumbulucz@cpcc.edu.
This page of my digital portfolio documents my learning in EDU 131.
Course Description
This course covers the development of partnerships between culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct. Upon completion, students should be able to identify appropriate relationship building strategies between these groups and demonstrate a variety of communication skills including appropriate use of technology to enhance educational experiences to support every child.
Student Learning Outcomes
Upon successful completion of the course students should be able to:
1. Recognize the characteristics of diverse families and communities within the cultural context (NAEYC 2a)
2. Demonstrate evidenced-based strategies and techniques to involve families and communities in children’s development and learning (NAEYC 2c)
3. Apply evidenced-based strategies to build respectful, reciprocal family, teacher and community partnerships (NAEYC 2b)
Required Textbook
Gestwicki, C. (2015). Home, School, Community Relations, 9th Edition. ISBN 978-1-305-08901-3.3.
Week 1
What I Know
What I Know
As of the first week of the semester, this is what I know about building partnerships with diverse families:
Patience is key to building a good relationship with families.
Being understanding will help the relationship grow.
You should learn about different cultures before meeting with families.
You should really listen to families needs so that they can trust you.
Make sure families are aware that they can come to you for any questions or concerns.
What I Wonder
What I Wonder
As of the first week of the semester, this is what I wonder (want to learn) about building partnerships with diverse families:
If something is brought up ,by a family, that you don't agree with, how should you handle it?
What are some ways to connect with families cultural backgrounds during COVID?
How can you incorporate cultural activities in class without making other students feel left out?
What are the best ways to communicate with families if they are reluctant to reach out?
What are some good ways to build trust with families?
What I Learned
What I Learned
I have learned the following about contemporary American families/diversity in contemporary American families:
All families interact with their culture differently, no matter if they are from the same culture or not.
Families and their structures are always changing, so it is important to stay up to date and never assume.
Inequality is becoming increasingly worse in the U.S. so it is important for professionals to consider this when dealing with diverse families.
I have learned the following about what early childhood professionals should do to get off on the right foot (have "good beginnings") with diverse families, including the qualities/dispositions early childhood professionals must have/develop in order to build partnerships with families:
Professionals must be open to learning about new cultures and how families operate within their cultures.
Professionals should incorporate cultural activities for the children and families to feel welcomed.
Professionals should be open to taking suggestions about new/different practices in the classroom.
I have learned the following about best practices in parent/legal guardian-teacher conferences:
Professionals and guardians should prepare questions and information before each conference.
Conferences should always begin with a positive attitude even if the conference is about a child's bad behavior.
Professionals should consider cultural cues when talking to guardians, such as a silent behavior which could mean different thing based on culture.
I have learned the following about best practices in addressing/resolving challenging situations with parents:
Professionals should remain impartial and try not to get their feelings involved when trying to find a resolution.
Professionals should provide multiple resolutions that fit the guardian's standards, one that benefits the child, and one that is more acceptable for the classroom overall.
Professionals should refrain from indirectly or directly assigning blame because it will cause more hostility.
Week 3
Families Today
1. What is a family? How is "family" best defined? Identify the "best" (in your opinion) definition of family provided in the textbook.
A family is a unit of people who rely on each other and provide for each other. Family is best defined as parents and children where the parents provide emotional and physical care for the children. "The family is the most adaptable of human institutions and is able to modify its characteristics to meet those of the society in which it lives" is the best definition of family in the textbook in my opinion.
2. Who has the right to decide what it means to be a family? Explain your response.
All members in a family have the right to their own definition of family. I believe this because children may not believe they are getting everything they need from their parents or parents may not be happy with each other, so it is important for every member to have a voice.
3. Provide a detailed description of the family you grew up in. Discuss all aspects of diversity underscored in the paragraph above.
In terms of family structure, I grew up in a home with my biological mother and father and my two older sisters. At one point we lived with my maternal grandmother while my parents were building a new house and when the house was finished we moved in without her. In the new house my paternal grandfather became our neighbor, so we saw him very often.
In terms of spiritual/religious practice, my parents weren't very clear about what religion they identified with, if any at all, but we did attend a Methodist church in support of my grandfather for most of my childhood. As a child I attended Sunday School, but when I got older my family stopped attending church. We would go in support of my grandfather sometimes for Holiday celebrations, but it was never forced.
In terms of political affiliation, my father identified as a Republican and my mother was unaffiliated, but voted mostly Republican. My parents never told me who to vote for, but my father was very argumentative when I shared a different political opinion with him.
In terms of race, I identify as white and so does the rest of my family.
In terms of ethnicity, I identify as American. I was born and raised in North Carolina.
In terms of economic level, I grew up in a middle class family. When I was a young child, my parents had their own electrical business that did not support our family well, so they decided to get different jobs. My mom has mostly worked in office settings of schools and my dad worked at an electrical company.
In terms of language, I grew up speaking only English.
4. Provide a detailed description of the family you have now. Discuss all aspects of diversity underscored in the paragraph above.
In terms of family structure, I currently live with 3 roommates including, my older sister and 2 friends. My parents live 1.5 hours away and my other sister lives in Raleigh with her husband. I also have a family in Senegal (non biological) of 20+ members that I talk to on a weekly basis through WhatsApp.
In terms of religion/spiritual practice, I identify as agnostic. I think religion is very interesting, however I rely mostly on science for answers.
In terms of political affiliation, I identify as a very progressive democrat.
In terms of race, I identify as white.
In terms of ethnicity, I identify as American.
In terms of economic level, I identify as middle class. My parents do not support me very much financially, but since they do in some aspects I identify as middle class.
In terms of language, I speak English. I am able to speak conversational Wolof, the native language of Senegal, but my skills have worsened since I do not speak it regularly.
5. Provide a detailed description of your ideal family. Discuss all aspects of diversity underscored in the paragraph above and any other factors you believe are important.
In terms of family structure, I would like to live in a different country with my husband and our adopted children. I would like to be close with his family because I never had that kind of close family structure growing up.
In terms of religion/spiritual practice, I will still be agnostic, but if my husband was religious it would not be a problem. I would want our children to be introduced to his religion, but not forced into following a religion if they didn't want to.
In terms of political affiliation, I would like to identify as a progressive democrat and I would like my husband and children to also. I would not force my children into thinking any type of way, but I would want them to be open minded and just be good, well rounded individuals.
In terms of race, it does not matter to me what race my spouse or children are.
In terms of ethnicity, I would like to marry someone of a different ethnicity so that my children and I could be introduced to a new culture and language. I think learning about new cultures and languages is a very important aspect in life which helps people become more open minded and see the world from different perspectives.
In terms economic level, I would want to be middle class, so that I can provide a great life for my children.
In terms of language, I would want my family and I to be at least bilingual. If my husband has a native language other than English, I would want to learn it and I would help my children learn it too.
Week 5
Families In Particular Circumstances
1. I watched the TED Talk called "A child of the State".
2. What is the full name of each person giving the Talk? Lemn Sissay, a poet and playwright from the UK, is the person giving the Talk.
3. Lemn Sissay is qualified to give this speech because he was put into the UK foster care system as soon as he was born and he was taken out when he turned 18 . He went through many hardships while he was in the system including emotional abuse, physical abuse, and racism.
4. In the 1960s Sissay's mother had to give him up to the government. A single mother, such as Sissay's, wasn't fit enough to be a parent in the 1960s and people still continue to think this way. Children like Lemn Sissay are sent to numerous homes to experience abuse and be harshly punished for their actions. Luckily Lemn Sissay ended up finding his biological family later in life, but this isn't the outcome for all foster and adopted children.
5. The first thing I learned is, "in the 1960s, if you were pregnant and you were single …You were separated from your family and placed into mother and baby homes." I knew that you were considered an outcast but I wasn't aware that in some places the government would actually send mothers away. The second thing I learned is, that the social worker sometimes gives the child a name instead of the biological mom or the adoptive parents. His social worker named him "Norman". The third thing I learned is I work with and have met many adopted children that resent their biological parents for giving them up. Sissay expresses this too by saying " this birth woman, should have her eyes scratched out for not signing the adoption papers." The fourth thing I learned is that many governments have always suppressed and will continue to suppress black families through the foster care system. The fifth thing I learned is that some children come out of the foster care system ready to grow, such as Lemn Sissay, but most are held back by trauma and the little help that they receive after their release from the system. Sissay states "I'm reporting back simply to say that when I left the children's home I had two things that I wanted to do. One was to find my family, and the other was to write poetry." Luckily, he was able to use poetry as an outlet.
6. Childcare professionals should watch this TED Talk to learn more about how even as an adult, the trauma from being in the system runs deep in many children and their families. It is important to learn the history of the childcare system, which Sissay talks about, so that professionals compare and contrast the new and the old. This will allow them to be able to help children and families that have dealt with the system and hopefully work towards changing how the foster/adoption system works. Professionals will be able to use the information in the TED Talk to see the system through a child's eyes and get a better understanding of how a child copes with challenges and grows throughout their early life
Week 7
Family (Parent/Legal Guardian Interview)
According to the National Association for the Education of Young Children (2010): “Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They a) know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to b) create respectful, reciprocal relationships that support and empower families, and c) to involve all families in their children’s development and learning.”
One of the ways in which early child professionals learn about the complex characteristics of children’s families and communities is by meeting with children’s parents/legal guardians early in the family’s relationship with the childcare facility/school. According to Gestwicki (2013), “good beginnings with parents and children” include an initial meeting between parents/legal guardians and their child’s teacher. When a family decides to enroll a child in a particular program, or when a child is about to enter a new classroom within the same facility, a meeting between the child’s parents/guardians and the classroom teacher should occur. Such a meeting serves several important purposes: first, parents/guardians are able to share information about the child, often with the help of an interview form or questionnaire, which enables the teacher to meet the child’s needs upon entry into the classroom/program and throughout the year; second, the teacher is able to form initial impressions about the relationship between the parents/legal guardians and the child; and third, a precedent of cooperation and information-sharing is established.
I scheduled, conducted and reflected on one such meeting, and through these processes enhanced my knowledge and appreciation of the importance and complex characteristics of children’s families and communities. My Family (Parent/Legal Guardian) Interview assignment appears below.
131 Assignment Family Interview Form FALL 2021 Rev 9 20 2021 (1).docxWeek 8
Community Resources
According to the National Association for the Education of Young Children, early childhood professionals have an ethical responsibility to, among other things, “be familiar with and appropriately use community resources and professional services that support families” (National Association for the Education of Young Children Code of Ethical Conduct, 2011). I researched local not-for-profit agencies that serve children and/or families, with a particular family's needs in mind. In the process, I developed the ability to identify needs of families; familiarized myself with local not-for-profit agencies that serve children and/or families, their criteria for providing assistance and their requirements for obtaining assistance; and developed the ability to link individual families with agencies that can meet their needs. My completed assignment appears below.
Week 10
Bronfenbrenner's Ecological Systems Model/Theory
Bronfenbrenner's Ecological Systems Model/Theory
Urie Bronfenbrenner (April 29, 1917 – September 25, 2005) was a Russian-born American psychologist best known for his ecological systems model/theory. Bronfenbrenner emphasized the importance of the social environments in which children are raised, and saw the breakdown of the family as the leading cause of the ever-growing rates of alienation, apathy, rebellion, delinquency, and violence among American youth. His work led to new directions in research and the design of programs and policies affecting the well-being of children and families. Here is my explanation of his ecological systems model/theory in 15 or fewer sentences, including specific examples related to the influence of COVID-19 on the child's development in all environmental systems.
Bronfenbrenner's ecological systems model shows how children are affected by many different factors in their life. The individual is the child themselves; how they feel and interact with themselves. The microsystem is the child's immediate surroundings such as their family, friends, school life, and religious life. During COVID many children lost face to face contact with their peers at school, making the children have a harder time learning social skills and building relationships. The mesosystem of a child is how the child interacts with the people and settings in their microsystem. Because it is common for elderly people to have limited access to technology, COVID has limited the amount of contact young children can have with their family members. This negatively affects children's emotional development as they can't contact people they may have been emotionally close to prior to the pandemic. The exosystem is all of the overarching factors that control people and how they live such as, government agencies, healthcare, and the media. COVID has caused a lot of financial problems within families which causes a more tense household environment leading to a negative relationship between parents and emotional burden for the child. A child's macrosystem is the religion, beliefs, and values that are present within a child's life. A parents beliefs during COVID has a huge affect on children because of the underlining political tones; children really don't have much of a say in their parents beliefs, so they are being medically affected by the choices that their parents are making based on politics. The chronosystem is turning points and big milestones that a child goes through during their life. COVID is a big environmental events that has affected children in many different ways. There are many new conditions for people such as working and school from home, wearing masks, and being more socially aware. All of these factors have negatively affected the social and emotional development in children.
Week 13
Introduction to the NAEYC Code of Ethical Conduct
What is a Code of Ethics?
While the concept dates back to antiquity, the phrase code of ethics emerged in written record around 1794, when English physician Thomas Percival published an influential pamphlet: Medical Jurisprudence, or a Code of Ethics and Institutes Adopted to the Professions of Physic and Surgery. Detailing duties and behaviors expected of medical personnel working at hospitals and charities, Percival’s code became the basis for the American Medical Association’s (AMA) own code of ethics, first drafted in 1847.
Many other professional organizations have adopted codes of ethics to state their values and set out standards of conduct deemed responsible and honorable for their line of work. The American Library Association, the International Association of Chiefs of Police, the National Association of Realtors, and the National Society of Professional Engineers are just a few of the organization that have specific codes of ethics for their members and, ideally, for their professions as a whole. The Society of Professional Journalists’ (SPJ) code of ethics, for example, features four principles: 1) seek truth and report it, 2) minimize harm, 3) act independently, and 4) be accountable and transparent. The code then describes best practices for each point. To uphold the first principle, for instance, SPJ members should “Identify sources clearly.” The public is entitled to as much information as possible to judge the reliability and motivations of sources.”
Private companies also typically develop their own internal codes of ethics that their employees are expected to follow, usually as a provision of employment. Like professional associations, companies often detail their mission statement and core values in their codes of ethics.
A well-written code of ethics clarifies an organization’s mission, values and principles, linking them with standards of professional conduct. The code articulates the values the organization wishes to foster in leaders and employees and, in doing so, defines desired behavior. As a result, written codes of conduct or ethics can become benchmarks against which individual and organizational performance can be measured.
Additionally, a code is a central guide and reference for employees to support day-to-day decision making. A code encourages discussions of ethics and compliance, empowering employees to handle ethical dilemmas they encounter in everyday work. It can also serve as a valuable reference, helping employees locate relevant documents, services and other resources related to ethics within the organization.
What is NAEYC?
Headquartered in Washington, DC, the National Association for the Education of Young Children (NAEYC) is the world’s largest professional organization of early childhood educators. Founded in 1926, NAEYC’s mission is to promote high-quality early learning for children birth through age 8 by connecting practice, policy and research; to advance a diverse, dynamic early childhood profession; and to support all who care for, educate and work on behalf of young children.
What is the NAEYC Code of Ethical Conduct and How Do Early Childhood Professionals Use It?
The NAEYC Code of Ethical Conduct is an essential tool for early childhood professionals. When faced with a challenging situation in the workplace, the first thing an early childhood professional needs to do is to determine whether there is an ethical issue. This can be a difficult process. The first question I should ask myself is, “Does it concern right and wrong, rights and responsibilities, human welfare, or individuals’ best interests?” If I answer no to each of these questions, the situation is not an ethical issue and I can handle it as I would handle any workplace concern. If I answer yes to any of the questions, I am facing an ethical issue. How I respond to it depends on whether it is an ethical responsibility or an ethical dilemma.
Ethical Responsibilities
Ethical responsibilities are mandates that are clearly spelled out in the NAEYC Code of Ethical Conduct - they describe how early childhood professionals are required to act and what they must do and must not do. Unfortunately, instead of honoring these responsibilities, even well-meaning and conscientious early childhood professionals are sometimes tempted to do what is easiest or what will please others. It is important to remember that when I encounter a situation that involves an ethical responsibility, I must follow the Code’s clear direction. The most important of the responsibilities spelled out in the NAEYC Code is Principle 1.1:
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 principle has precedence over all others in this Code.
I can be confident that when I have done the right thing, the NAEYC Code of Ethical Conduct is there to back me up. I can rely on it to help me explain why I made a difficult or unpopular decision. It can be helpful to think of ethical responsibilities as being very similar to legal responsibilities in that they require or forbid a particular action. And sometimes legal and ethical responsibilities are the same - for example, mandating the reporting of child abuse.
Ethical Dilemmas
When I determine that a situation involves ethics and I don’t think it is a responsibility, it is likely to be an ethical dilemma. A dilemma is a situation for which there are two possible resolutions, each of which can be justified in moral terms. A dilemma requires a person to choose between two actions, each having some benefits but also having some costs. In a dilemma the legitimate needs and interests of one individual or group must give way to those of another individual or group. An example of an ethical dilemma is the case of the mother who asks a teacher not to let her child nap at school because when he sleeps in the afternoon he has a hard time falling asleep at night. The teacher must choose between honoring the mother's request, which may have a detrimental effect on the child, or refusing the request, which will have a negative impact on the mother.
Ethical dilemmas are sometimes described as situations that involve two "rights." In the case of the nap, the early childhood educator can conclude that it is morally right to allow a child who needs a nap to nap. But it is also right to keep the child from napping to help a busy mother keep the child on schedule.
When I encounter an ethical issue, I must remember that it is either a responsibility or a dilemma - it cannot be both. A characteristic of an ethical dilemma is that it involves deliberation. It can rarely be resolved quickly or by simply applying rules and relying on facts. I won't find easy solutions in any article or book for the dilemmas I face in my early childhood workplace. I can, however, learn to work through these difficult deliberations with guidance from the NAEYC Code of Ethical Conduct.
Analyzing an ethical dilemma using the NAEYC Code of Ethical Conduct involves the following steps:
Identifying the conflicting responsibilities.
Brainstorming possible resolutions.
Considering ethical finesse - i.e., finding a way to meet everyone’s needs without having to make a difficult decision.
Looking for guidance in the NAEYC Code - i.e., carefully reviewing its Ideals and Principles.
Based on my careful review of the Code and using my best professional judgment, describing what I think is the most ethically defensible course of action in the situation.
Core Values
The NAEYC Code of Ethical Conduct is based on a commitment to, and reflects, the core values of the early childhood profession, which are:
•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
I watched the following videos related to the NAEYC Code of Ethical Conduct.
NAEYC Code of Ethical Conduct, Part 1 of 7
This video focuses on the historical context in which the original NAEYC Code of Ethical Conduct was developed, in 1989.
https://www.youtube.com/watch?v=zUsoH1QYBXs
Here are the three most important SPECIFIC things I learned from this video, discussed in complete sentences.
The NAEYC Code not only just focuses on ethical behavior with children, but it also focuses on families and coworkers. This is important because teach-parent relationships play a big role in a child's education and so do coworker relationships.
The NAEYC Code came to be based on different ethical issues that were actually happening instead of being based on "what ifs". This is important because it is sometimes harder to come up with rules and expectations when a real situation is not in front of you.
The NAEYC Code is reviewed every 5 years. This is very important because times change, so laws and regulations need to change with the times and deal with new things that the countries may be dealing with.
NAEYC Code of Ethical Conduct, Part 2 of 7
This brief video focuses on the important difference between one’s personal values/beliefs/morality and professional ethics, as well as how the Code is organized.
https://www.youtube.com/watch?v=dJi75HXLPFQ
Here are the three most important SPECIFIC things I learned from this video, discussed in complete sentences.
The Code contains not only ideals, but it also differentiates them from the principles because the principles are rules that people need to follow. If the Code didn't differentiate it would be difficult for some people to understand what must be done versus how one should act.
When the code is revised, the writers look very closely at ideals vs. principles and choose carefully where to place each new idea. This is important because if something needed to be a rule and instead it was put into ideals, not every educator would have to follow it.
The code was thought up by many people and not just a few, this allowed the writers to listen to more ideas and opinions. If this did not happen, the code would most likely not be as thorough as it is now.
NAEYC Code of Ethical Conduct, Part 3 of 7
This brief video focuses on the reasons why the Code is important for early childhood educators.
https://www.youtube.com/watch?v=51jQ4wnSDag
Here are the three most important SPECIFIC things I learned from this video, discussed in complete sentences.
The codes brings educators together. There are many different settings and styles when it comes to education, so it is good that there is something that all educators can fall back on when they need to work together.
The code helps educators balance all of the relationships that they have to have in the field. It can be hard sometimes to juggle working with children, families, coworkers, and the community so the code makes it easier for educators to know and do what is right in their relationships.
The code gives resolutions when problems arise. Sometimes it is hard to tell what needs to be done in a complicated issue, but with the code of ethics educators are better able to sort out what needs to happen for the problem to be fixed.
NAEYC Code of Ethical Conduct, Part 4 of 7
This brief video focuses on how early childhood professionals use the Code in their daily work.
https://www.youtube.com/watch?v=hmBXvhw1chY
Here are the three most important SPECIFIC things I learned from this video, discussed in complete sentences.
Confidentiality is one of the most important parts of the ethical responsibilities in the Code. Just how doctors use HIPPA, educators should not be sharing family's information with anyone who is not involved in the school or situation.
The core values of the Code helps educators to find the correct solution to a problem. There are two possible right answers and two possible wrong answers, as she stated in the video, so the core values are there to help guide educators to a solution.
The Code gives a lot of solutions to dilemmas, so it is important to look through the whole code to find different solutions instead of just one section. This will help to find many solutions to the different parts in a dilemma.
NAEYC Code of Ethical Conduct, Part 5 of 7
This brief video focuses on how to use the Code of Ethical Conduct to resolve a particular ethical dilemma.
https://www.youtube.com/watch?v=2BBZ3LdTQVU
Here are the three most important SPECIFIC things I learned from this video, discussed in complete sentences.
It is always important to remember that when you are dealing with dilemmas you have to take into consideration the parent's wants and the child's wants. The child may need something different from what the parent wants them to have, so it is important to balance the solutions.
The first ethical belief that you should look at when dealing with a dilemma is, "Is it harmful to the child?". If something is going to be harmful to a child, then as an educator you have to pick a solution that will not cause the child harm.
After deciding on a solution, educators should inform the families on their decision. Even if the decision goes against the family's wishes, educators have the responsibility to let the family know what is going on in the classroom.
NAEYC Code of Ethical Conduct, Part 6 of 7
This brief video focuses on how to use the Code of Ethical Conduct to resolve a different ethical dilemma.
https://www.youtube.com/watch?v=lBtXyDtCxcI
Here are the three most important SPECIFIC things I learned from this video, discussed in complete sentences.
When an educator is in a dilemma it is important for them to consider who they must answer to and how their decisions in a dilemma may affect the work environment and their colleagues.
Even if a program asks an educator to follow some kind of schedule, it is okay for the educator to question if it will be of benefit to the children or not. If the educator has a problem with a program, the Code states that it is an educators responsibility to educate the program directors.
3. It is important to consider all possibilities in especially complex dilemmas. The Code provides a lot of ideals and beliefs that go along with many dilemmas, so in most situations there will be an array of solutions available.
NAEYC Code of Ethical Conduct, Part 7 of 7
This brief video focuses on various strategies to bring about greater awareness of the NAEYC Code of Ethical Conduct.
https://www.youtube.com/watch?v=7dhH0GH9pek
Here are the three most important SPECIFIC things I learned from this video, discussed in complete sentences.
It is important to share the Code with families, other educators, and people outside of the education field so that everyone is aware that all educators should follow these core values.
There are many opportunities to go to trainings on the Code or even for employers to hold trainings. There ar4e many resources readily available on the NAEYC website. It is important for all educators to be trained so that they can better understand the importance of the Code.
It is very important for educators to realize how important they are in children's lives. This will help them become more motivated to want trainings on the Code and follow all of the responsibilities that are in the Code.
Then I read the complete NAEYC Code of Ethical Conduct, available via https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf
Then I took a quiz to test my understanding of the Code.
Then I participated in a class discussion about the Code. Here is my contribution to the discussion, including my original responses to the questions/prompts posed, and my responses to classmates’ comments.
Question 1: The first scenario does involve an ethical issue because the teacher disregarded David's ethnicity and family background when she said that COVID has affected everyone and not just black people.
Question 2: The second scenario also involves an ethical issue because the grandmother is asking the program to accommodate to her grandchild, when it could be putting the staff and other children at risk. By doing this the grandmother is also asking the program to break their new policy.
Question 3: The first scenario is an ethical responsibility. The most important ethical responsibility is 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 principle has precedence over all others in this Code. Although not intentional, the teacher did cause emotional harm to David, the black student. By disregarding David, the teacher may have made him feel like he and his family do not matter as much as the white student.
Question 4: Scenario 2 is an ethical dilemma because there are multiple resolutions to the dilemma. The program can either allow the grandmother into the building with Caitlin, which may cause harm to the other children and staff, or the program can not allow her into the building, which may cause Caitlin to continue to have separation anxiety.
Question 5: Ms. Mitchell could have said that, yes, most families have suffered due to COVID, but COVID did cause a lot more issues for black families. By saying this, she would be acknowledging both students and not just putting off David. The first ideal that could help guide Ms. Mitchell is, I-1.10— "To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program". The second she could use is, I-1.4— "To appreciate the vulnerability of children and their dependence on adults". The third is, P-1.2— "We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child’s culture, language, ethnicity, and family structure". I chose these ideals and the principle because they all relate to David being able to be open with Ms. Mitchell and talk to her about his ethnicity without her disregarding his experiences.
Question 6: The program director should inform the grandmother that they can not break the new program policy to accommodate her because it could cause harm to the staff and other children and that the therapists are allowed in because they have to be their for the benefit of their patients. The director could refer to P-2.3— "We shall inform families of and, when appropriate, involve them in policy decisions (See also I-2.3.)", I-2.1— "To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training", and I-2.2— "To develop relationships of mutual trust and create partnerships with the families we serve". Even though the grandmother may not be happy with the decision of the director, it is important for the director to explain themselves so that the grandmother can continue to trust and understand the program.
My responses to my classmates:
Response to Ebony Hall-
I completely agree with your responses and love how detailed you are in everything that you write.
I think it is important for the director to not let the grandmother in because if they do let her in then every other parent will also be questioning why they can't come in with their child/children. Even if the grandmother is wearing a mask and is vaccinated, the grandmother would still be putting herself at risk and other people in the building of other diseases.
Response to Blase Acolino-
Your answer on scenario 1 is an interesting perspective. My thoughts on the scenario are that it is an ethical issue because the teacher disregarded David's ethnicity, which would cause emotional harm to a child. Although everyone is allowed to have their own opinion, I personally believe that the teacher should have corrected her actions by including in her response that COVID has had a large affect on the black community. It is important to realize that even in uncomfortable situations, educators can be unbiased, but should include students of different ethnicities.
Week 14
Using the NAEYC Code of Ethical Conduct to Analyze an Ethical Dilemma
I used the NAEYC Code of Ethical Conduct to analyze the ethical dilemma described below.
You are a preschool teacher. The father of one of the children in your class comes to see you, complaining that you have been reading books about diverse families, including families in which there are two moms or two dads. He tells you that he doesn’t want his son to have access to any LGBTQ materials.
I followed these steps to analyze the dilemma:
Identify the conflicting responsibilities (identify which stakeholders you have ethical responsibilities to)
Brainstorm possible resolutions
Consider ethical finesse (find a way to meet everyone’s needs without having to make a difficult decision)
Look for guidance in the NAEYC Code; carefully review its Ideals and Principles - in this case, those that apply to responsibilities to children and families (the stakeholders you have responsibilities to in this scenario)
Based on your review of the Code and using your best professional judgment, describe what you think is the most ethically defensible course of action in the situation
I know the situation described is an ethical dilemma (and not an ethical responsibility) because there can be 2 solutions to the problem at hand and it takes deliberation to decide on the best course of action. In this situation the books can still be presented so that the child and other children can learn about all types of families or the books will not be read anymore to appease the dad.
In this situation, I have responsibilities to the child and the parent.
Here are all the possible resolutions (at least 5, expressed in complete sentences) that I brainstormed: The first solution I thought of is to keep the books out on the shelf for the children to look at themselves, but not read any LGBTQ+ books to the class. I also thought I could continue reading the LGBTQ+ books to the class, but allow the one student to pick their own book to look at. My third idea is to take a poll among parents to see how they all feel about the LGBTQ+ books and if the majority agrees with reading the books, then I will continue to read the books. Another solution is to remove the LGBTQ+ books from the classroom altogether. The last solution is to consider the father's concerns and discuss the issue with him, but continue to read the books because it is an NAEYC ideal to show children diversity and represent all types of families. If there is a policy to not discriminate against any type of family, then the last solution would be the best answer.
Here is how the dilemma could be resolved using ethical finesse: To appease both the father and allow the child to learn about diverse families I would use my second solution. The child would sit in their own separate spot and be able to pick out a different non- LGBTQ+ book, but I would continue reading LGBTQ+ books to the class. This father would probably agree to this because the child would not have to listen to the LGBTQ+ book. The child would still be able to listen to the LGBTQ+ book if they wanted too, but this would just give them another option.
Here are two Principles or Ideals from the Code related to my responsibilities to the child that help me decide on a course of action (how I will attempt to resolve the dilemma):
P-1.3—We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their sex, race, national origin, immigration status, preferred home language, religious beliefs, medical condition, disability, or the marital status/family structure, sexual orientation, or religious beliefs or other affiliations of their families. (Aspects of this principle do not apply in programs that have a lawful mandate to provide services to a particular population of children.)
I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program
Here are two Principles or Ideals from the Code related to my responsibilities to the family that help me decide on a course of action (how I will attempt to resolve the dilemma):
I-2.6—To acknowledge families’ childrearing values and their right to make decisions for their children.
P-2.6—As families share information with us about their children and families, we shall ensure that families’ input is an important contribution to the planning and implementation of the program
Considering the Principles/Ideals stated above, here is the course of action I would take to resolve the dilemma: I would choose to use a poll and have all parents and families decide on whether or not they would like LGBTQ+ books to be read in the classroom. This would allow families to be involved in decision making and it would help build trust among the teachers and families. If the majority vote to keep reading LGBTQ+ books, then I will continue to read them and if the majority votes against reading them, I will keep the books in the classroom if students want to pick them but I will not read any to the whole group. Then if the program has a non discriminatory curriculum, the books will still be available and in the classroom for the children to read and look at.
Page updated
Google Sites
Report abuse