Mini Lecture Week 14 VALUES ETHICS

Mini Lecture Week 14 VALUES ETHICS

Would you read this book in your classroom?

What are values? Values are things that we believe are intrinsically worthwhile or desirable for their own merit (e.g. freedom from pain, human life). They are a part of who we are. Values are very personal, very intense. We do not release our values easily. Sometimes we are not even aware of them. They seem like something that everyone must share (e.g. how much of the body it is appropriate to reveal, the importance footwear, or finishing the food on your plate).

Values are different from person to person Values can evolve and change in response to your experiences and learning. Willingness to weigh/explore your values is a hallmark of a good teacher. Values conflicts exist and can co-exist within an individual, e.g. stay home raise children or go to work to give them better things, order vs. creativity, and so on. Values can determine goals for children, teaching and discipline (eg. freedom and creativity vs. order and discipline). Educational values are based on or related to personal values, cultural values and the values of the society in which we live. Our values influence our ideas about the appropriate role and the authority of the teacher as it is bestowed by society and assumed by us.

Is it possible for two people to be good professionals even if their personal values are very different? Yes. There are many ways to be a good professional, and a range of acceptable values. Are there any personal values that might not be acceptable? Yes. Although there is a wide range of acceptable personal values every early childhood educator has to value children, families, and education. Values also determine what we do as early childhood professionals. There are values which we hold as a field and there are values which are related to our personal and cultural values. Your values are highly likely to effect what you see as appropriate for the role and authority teacher of young children

Core Values In early childhood care and education we identified our values by a process of consensus among early childhood professionals across the United States in the early 80 s. Some important characteristics of the core values of early childhood education are: They recognize and respect the humanity and dignity of people They support the development of people s potential--children and adults They value individuality and social responsibility Now as you enter the field or gain your professional training is a good time to read through the core values and think about how they fit with your personal values. (Read the Core Values in Early Childhood Education on page 24 of your text)

We have committed ourselves to Appreciating childhood as a unique and valuable stage of the human life cycle Basing our work with children on knowledge of child development Appreciating and supporting the close ties between the child and family; Recognizing that children are best understood in the context of family, culture and society; Respecting the dignity, worth and uniqueness of each individual (child, family member and colleague); Helping children and adults achieve their full potential in the context of relationships that are based on trust, respect and positive regard. While it is possible to have many differences you have to be able to buy into these if you are going to be an ECEC.

Ethics Professional ethics are the MORAL OBLIGATIONS of a profession. They are the guidelines that tell us what is RIGHT, JUST, FAIR. They do not describe what is easiest, what is usually done, or what we might want to do. They describe what we MUST do, and what we MUST REFUSE TO DO in order to be worthy of the trust placed in us by society. An ethical dilemma is when you face a professional choice between right and wrong, between what is right and hard or wrong and easier or when you wonder about what is the BEST or most professional response and another alternative For example: between what a parent wants and what a child needs, between the needs of two children, between what your colleagues say and what you think is best between what society wants and what you believe is best.

CODE OF ETHICS The Code of Ethics helps you when a simple consideration of the facts does not help your decision. It is a document that defines a common set of principals based on values that help practitioners to resolve moral or ethical questions - To know what we MUST do and what we MUST REFUSE TO DO There are four parts to the code of ethics it addresses issues that you encounter with CHILDREN, FAMILIES, COLLEAGUES--employers, coworkers, employees, COMMUNITY and SOCIETY Each section describes IDEALS (what happens in the best of circumstances) and PRINCIPLES which describe what is REQUIRED(what we MUST do), what is PROHIBITED (what we MUST REFUSE TO DO). For example: an ideal is to recognize and respect the uniqueness and potential of each child and a principle is WE SHALL NOT HARM CHILDREN (Read the NAEYC Code of Ethical Conduct and Statement of Commitment on pages 455-461 of your text)

The NAEYC Code of Ethical Conduct: A Position Statement of The National Association for the Education of Young Children Guidelines for Responsible Behavior in Early Childhood Education

The Code of Ethical Conduct Offers guidelines for responsible behavior Sets forth a common basis for resolving the principal ethical dilemmas encountered in early education & care From the Preamble to the Code

The Code of Ethical Conduct Primary focus: daily practice with children & their families Revised periodically current version approved April 2005 Recent Additions: Supplement for EC Adult Educators (Joint statement developed with NAECTE & ACCESS) and Supplement for EC Program Admini-strators

PROFESSIONAL ETHICS The moral commitments of a profession that: involve moral reflection that extends and enhances the personal morality practitioners bring to their work, concern actions of right and wrong in the workplace, and help individuals resolve moral dilemmas they encounter in their work.

Ethical Responsibilities & Ethical Dilemmas Ethical Responsibilities --clear-cut, spelled out Ethical Dilemma --conflicting professional values & responsibilities

What Does a Code of Ethics Do? Creates a profession s sense of identity Identifies the issues the profession cares about and wants new members to care about Communicates with those outside the profession what they can expect from its members

HISTORY OF THE CODE Initially prepared under the auspices of the Ethics Commission of NAEYC, which became the Ethics Panel Its development was a 5-year process, involving NAEYC membership Draft Code approved by NAEYC Governing Board July 1989

HISTORY OF THE CODE (cont.) 1 st set of revisions adopted 1992 2 nd set of revisions approved by Board November 1997 Latest revision in 2005 Code is reviewed for revision periodically (every 5 years)

The Code The goal of NAEYC s Code of Ethical Conduct is to help teachers and other early childhood professionals make the tough decisions they encounter in their work with children and families. The code does not prescribe an answer, but helps practitioners think about their options. The core values, ideals, and principles are intended to guide decision-making about ethical issues. S. Feeney & N. Freeman, 1999. Ethics and The Early Childhood Educator: Using the NAEYC Code.

The Structure of the CODE of ETHICAL CONDUCT Core values Conceptual framework Ideals reflect the aspirations of practitioners Principles intended to guide conduct and assist practitioners in resolving ethical dilemmas

Sections of the Code Section I: Ethical responsibilities to children Section II: Ethical responsibilities to families Section III: Ethical responsibilities to colleagues (coworkers, employers, employees) Section IV: Ethical responsibilities to community and society Statement of Commitment

Features of the Code Ideals & principles help practitioners identify the questions that must be answered in a situation and provide a basis for conscientious decision-making Many situations with ethical dimensions will require practitioner to combine guidance of the Code with sound professional judgment

What Would the Good EC Educator Do? The Code helps us answer this question