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Samantha Goldberg

Fieldwork

Dr. Fizzano

10/9/17

NAEYC Code of Ethical Conduct

Ethical Responsibilities to Children

Ideals:

Teachers have a responsibility to be knowledgeable about childhood care and education

and to stay up to date on current research in the field. They must respect each child for their

unique qualities and recognize their potential. Their classroom must provide a safe environment

to foster their student’s development physically, cognitively, socially, and emotionally. If a child

is struggling in any of the previously mentioned areas the teachers must assess the child to help

understand how to best help them reach their full potential. Each child has the right to learn in an

inclusive environment that supports children of all needs. They must ensure that students of all

cultures, languages, ethnicities, and family structures are valued and provide them with

experiences they need to succeed. Before students leave the classroom, teachers must help make

the transition run smoothly.

Principals:

Teachers shall care for students and educate them in a positive manner as not to make any

child feel discriminated against. Two-way communication should be used to involve any person

with relevant knowledge concerning the child. Confidentiality must be assured. Before a decision
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is made on a child multiple forms of assessment must be used. Teachers shall strive to build

relationships with each individual child and their family. This includes knowing the risk factors

and symptoms of child abuse and neglect. If abuse is suspected it must be reported to the

appropriate community agency. Teachers have an ethical responsibility to protect children. They

shall not harm children emotionally or physically.

Ethical Responsibilities to Families

Ideals:

Teachers must be informed of the knowledge base related to working with families and

continue to educate themselves on the information. All family members should be welcomed and

encouraged to be a participant in the student’s education. A relationship of trust should be made

between teachers and families. All family values should be respected and listened to by the

teacher to create a consistent environment for children and their families. Information about the

child’s education should be shared with the family in order to help them best understand early

childhood education. When needed, teachers should help families to build their support

networks. Teachers should make families feel supported through their child’s education.

Principals:

Teachers shall provide family members access to their child’s learning environment

unless otherwise specified but a court or other legal restriction. Families should be informed of

policies, curriculum, assessment systems, cultural practices, and personal qualifications. Families
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should be involved in policy decisions and decisions affecting their child. Teachers will

communicate with families and make an effort to do so in a language they understand using

community resources. Teachers will ensure that information brought to their attention will be

considered in program planning. Families will be aware of the purpose of assessment and how

data will be used. Assessment information will be confidential and only shared when legitimate

reason is given. Families will be informed of any incidents or injuries that involve their child. If

a child is involved in any proposed research project parents will be informed and given the right

to withhold consent. Policies will be written to protect the confidentiality of student records. If

family members are in a conflict with one another teachers will work openly to help parties

involved make informed decisions. Teachers should be familiar with community resources and

refer them to families when appropriate.

Ethical Responsibilities to Co-workers

Ideals:

Staff should establish and maintain positive relationships with co-workers based on

respect, trust, cooperation, and confidentiality. Staff members should help each other by sharing

resources and collaborating to create the best possible program for their students. They should

support each other in their professional development and recognize their achievement. The

workplace should be a positive environment for all staff members.

Principals:

The contributions of colleagues shall be recognized by others. If there are concerns about

the professional behavior of a colleague, the person in question shall be informed of the concern.
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When expressing views to a colleague regarding their personal or professional attributes care

should be given. Employees should not discriminate against their co-workers based on sex, race,

national origin, religious beliefs, age, and more. Co-workers should treat each other with respect.

Responsibilities to Employers

Ideals:

Employees shall provide the highest quality service and do nothing to diminish the

reputation of the program. The only exception is if the program is violating laws and regulations

in place to protect the children. Employees shall work to hold the reputation of the school.

Principals:

Employees shall follow all program policies and only speak on behalf of the organization

when authorized. Laws and regulations in place to protect children shall not be violated.

Concerns about colleagues should be addressed with the person in question first. If the situation

does not improve or children are at risk the employee may report the behavior to the appropriate

authority. Concerns about the quality of care and education of the program should be brought to

the attention of the programs administrator. Employees and employers shall work together to

create the best environment for learning.


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Ethical Responsibilities to Community and Society

Ideals:

Teachers will provide the community with high quality childhood care and education

programs. They should promote cooperation among professionals who work with young

children. They should work towards creating an environment that is safe and provides all

children with their basic needs and access to an education. Teachers should ensure that

appropriate forms of assessment are used to provide information on children. They should

promote the knowledge and understanding of young children and work towards

acknowledgement of children’s rights. Professionals should support policies and laws that

support the well-being of children. Teachers and other professionals involved in the development

of young children should be constantly working towards the betterment of the field.

Principals:

Professionals should communicate openly about the service they provide. Employees

shall be carefully checked for reference and only hired if they meet the qualifications necessary

for the job. Employees shall apply for jobs they are well-suited for and be knowledgeable about

the field. They should be aware of the appropriate assessment strategies, laws, and regulations.

When aware of a practice or situation that puts the child in danger it will be reported. If an

employee has evidence that the program is violating laws they can and should report it to the

appropriate authorities. If policies are in place that do not benefit the children they have a

responsibility to work on making better policies and making sure the situation is involved. The

community should work towards having child protection agencies that provide adequate
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protection for children in need. The community should work together to create the best

environment both educationally and personally for children.

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