Examing Codes of Ethics

NAEYC Code of Ethical Conduct & Statement of Commitment

If every early childhood professional followed this code and made this commitment, our children would be ahead of the game. I think these are important, powerful, inclusive documents. These are some areas that hold the greatest impact to me… I have combined two together, because I believe they are inseparable…

"We shall inform families of program philosophy, policies, curriculum, assessment system, and personnel qualifications, and explain why we teach as we do." AND... "We shall not use our relationship with a family for private advantage or personal gain, or enter into relationships with family members that might impair our effectiveness working with their children."

The word "explain" is a key concept. Parents may, or may not, read school manuals. They may, or may not, understand what they have read. Often, parents receive manuals after they have enrolled their child and paid tuition. Parents must understand the philosophy of the school prior to enrolling their child.  It is critical for parents to understand the school's philosophy on discipline, meals, curriculum, illness, and everything that happens in the classroom. The director has a responsibility to make certain there is a meeting of the minds before enrolling the child. What irritates me the most is when a parent states, "I haven't read a school manual. Does our school have one?” or when questioned about school discipline policy, a parent responds "I don't have a clue what the teacher does for discipline."

The second principle mentioned above has come to my attention during recent school consultations. I have witnessed, "Professionals" giving added attention to the children of mom's who volunteer or send in supplies. In addition, I know first-hand of a director who told a teacher NOT to report suspected child abuse because the mother was president of her school organization. And, yes, I did report this situation.  I think that early childhood educators need to take a required class reflecting on the importance of treating every child equally. Most importantly, why does a director need to know that a teacher is calling the abuse and neglect hotline? If we are advocating in the best interest of children, none of this makes sense to me.

 “We shall communicate openly and truthfully about the nature and extent of services that we provide.”

Until I began consulting in various schools, I never would have given this principle any thought.  I believed this was just the reality already.  However, I think we need to take this a step further.  In this principle, we need to include informing parents of the services provided up-front, honestly, and professionally.  Hiding something to get a parent to enroll his/her child is unethical.  It almost scares me.  Isn’t this our ethical obligation? 

While observing a teacher, a mother asked her if she was working with her son on toilet training.  The teacher, without hesitation, said, “oh yes, every day.”  So, I followed through by specifically asking the teacher (after the mom left) what she does to assist with toilet training.  Her comment to me was “he’s not ready.  I’ll work with him after the holidays.”  Did she, or did she not, just tell a different story to the child’s mom?  If we are not truthful with our parents, how can expect them to be truthful with us.

 DEC CODE OF ETHICS

Although a code for young children with disabilities and their families, most of what is shared has relevance for all children. In a way, each child is a special need. I was drawn to the following three goals... "to improve the lives of young children with disabilities and their families," "to respect and appreciate the unique value and human potential of each child," and “to respect families’ rights to choose or refuse early childhood special education or related services.”

 This requires additional education and teaching. Whenever I think of the word "disability," Ethan comes to my mind. Ethan was an amazing boy who needed a wheelchair to get around. Ethan was enrolled in our school when he was 4. Mom wanted to prepare him for Kindergarten. Ethan had a "spotter" with him. The "spotter" was a nurse who was hired to "help" Ethan throughout his day. The "spotter" finished Ethan's artwork, fed him lunch, stacked blocks for him, and finished his sentences. The challenge was that Ethan did not need this help; he had a challenge getting around, but he could do everything else by himself.  Actually, he had fun maneuvering the wheel chair by himself.  Ethan had a cheerful personality, and yet, he became frustrated when his "spotter" took away his independence. We agreed to learn how to help Ethan get in and out of the chair to use the bathroom if mom would let the "spotter" go. Mom flipped out. Eventually, the "spotter" began telling me how to run my class, accusing me of giving Ethan too much responsibility. When it was Ethan's turn to be the line leader, the "spotter" went crazy. Ethan ended up leaving our school, because mom said that Ethan needs more individualized instruction from the “spotter.”  It broke my heart.

In a way, all of the three goals mentioned above are reflected through Ethan.  My students and I tried to respect Ethan for his unique contributions to our classroom.  He was a friend of all of the students; they did not care if he was in a wheelchair or not.  He played and learned with them.  Ethan was a part of our classroom family.  In the end, we had to respect the decision of Ethan’s family, although we did not agree with it, and we did not believe it was in the best interest of Ethan. 

Each code of ethics statement holds great value for professional early childhood educators.  My concern is making certain that everyone in the field is following them... that would truely be the best scenerario for young children.