The Great Ethics Blog Post

Section I.a:
THE CODE OF ETHICAL CONDUCT: What Is It?

The code of ethical conduct is a set of guidelines established for teachers and other early childhood professionals that defines what is good practice in everyday interactions with children ages 0 to 8 and their families. It has a sort of mission statement, composed of seven key points, known as “core values” that each early childhood professional must believe and adhere to, and that can be summarized as follows: 1.) That every early childhood professional recognizes childhood as an important chapter in the life of a human being, 2.) That every early childhood professional should do their best to discover how children best learn and how they grow and teach them appropriately, 3.) That every early childhood professional should encourage and support a strong familial foundation, 4.) That every early childhood professional should acknowledge that family, culture, community and society are key to understanding each child, 5.) That every early childhood professional should respect all children, families and fellow early childhood professionals, 6.) That every early childhood professional should acknowledge and embrace the diversity of every child, family and fellow teacher or other early childhood professional, and, 7.) That every early childhood professional should be trustworthy and respectful.
The code of ethical conduct has a framework of ideals and principles, divided into each of four categories. The first section details our ethical responsibilities to children, the second our ethical responsibilities to families, the third our ethical responsibilities to colleagues and the final section details our ethical responsibilities to the greater community and our modern society.
The ideals with regard to ethical responsibilities we have to children include: 1.) to continuously update our knowledge of how to teach children, 2.) to use the most recently established practices and research and to know each individual child, 3.) to recognize each child as unique with regard to character traits, skills and promise or possibility, 4.) to grant that children need us because they are vulnerable and dependant, 5.) to create a healthful environment where children can develop all areas of learning (cognitive, linguistic, social, emotional and physical,) to their full potential and encourage and respect each child’s contributions, 6.) to use assessments that are appropriate for young children, will only be used for the purpose for which they were designed, and that would be beneficial to the growth and development of the child who is being assessed, 7.) to use information obtained by assessments to aid in children’s growth and development, to aid teachers in the act of teaching and to identify those children with special needs, 8.) to give each child a place to learn that meets their needs as individuals, 9.) to provide each child with the programs and services they need to succeed, 10.) to acknowledge and appreciate each child for who they are culturally, ethnically, familially and linguistically, 11.) to support language diversity and support children in their primary language if it is not English, and English as well and finally, 12.) to ease transitions children make between programs.
Principles pertaining to the ethical responsibilities we have to children include: 1.) Harm no child, 2.) challenge children and celebrate them, 3.) offer the same services to all children, 4.) Involve all stakeholders in the decision making process with regard to their children, 5.) Use appropriate tools to assess each child’s developmental progress, 6.) Use several assessment tools and observations to determine appropriateness of programs for specific children, 7.) know and cater to each child. If you cannot help a child, find someone who can, 8.) know the signs of and protect children from abuse and neglect, 9.) when abuse or neglect is suspected, report it to appropriate parties and follow up on those situations you report. If necessary inform parts or guardians of report, 10.) if someone tells you they think a child is being abused/neglected, help guide them to appropriate sources, and, 11.) we are obligated either to protect, or get someone else to protect children from unsafe/unhealthy situations/conditions.
The ideals with regard to ethical responsibilities we have to families include: 1.) To learn and continuously update our knowledge of how to work side by side with a child’s family, 2.) to develop good relationships with children’s families, 3.) to welcome familial participation, 4.) to listen to and learn from families, their strengths and weaknesses, 5.) to respect families and their preferences and to become familiar with their structure, 6.) to let them raise their children how they see fit to raise them, 7.) to share our knowledge as early childhood educators and to share information about children with their families, 8.) to help families understand their children and help parents become better parents, and, 9.) to enable families to interact with each other, teachers, their community and all the available resources.
The principles pertaining to education professionals’ ethical responsibilities to parents and families are: 1.) Unless legally bound, we shall not disallow families access to their child’s classroom, 2.) we shall tell families who we are, how we teach and why, 3.) we shall inform parents and/or involve parents in policy decisions, 4.) we shall involve families in substantial decisions that have an impact upon their children, 5.) to communicate with families using a translator where necessary, 6.) to consider information shared by families for implementation in our programs, 7.) to keep parents informed regarding assessments and how ensuing data will be collected and used, 8.) to keep data from assessments confidential, share when necessary and only with legitimate parties, 9.) to keep families informed regarding the physical and emotional wellbeing of their children, 10.) to recognize that families can allow or disallow their children to participate in research projects without fear of penalty. We should not allow any such projects if they might harm children, 11.) to keep our relationships with families professional, 12.) to put the protection of confidentiality rights in writing. (no one but stakeholders shall have access to any information regarding the child in question unless a child’s wellbeing is in jeopardy, 13.) to keep confidentiality except in cases of abuse or neglect where authorities will be informed, 14.) to act as mediator in cases of familial conflict without taking sides, and, 15.) to steer families toward appropriate external resources.
The ideals with regard to ethical responsibilities we have to our co-workers include the following: 1.) We must respect one another, 2.) we should collaborate with one another and share our resources, 3.) we should support each other professionally, and, 4.) recognize each others’ achievements. The principles concerning the ethical responsibilities we have to our co-workers include: 1.)We should not impair each other’s ability to teach, 2.) We should go to each other with concerns regarding professionalism, 3.)We should use discretion and not gossip, and, 4.) we should not discriminate against one another for any reason.
The ideals with reference to ethical responsibilities we have to employers include that we should help the early childhood program to which we belong to be its best, and, unless that program violates the code of ethical conduct, we should not diminish it. The principles include: 1.) We should abide by the program rules and policies. If there is a need, we should attempt to affect change with all manner of professionalism, 2.) We should speak on behalf of an early childhood program only when given authority by that program and be sure to separate our opinions from the opinions of that program, 3.) We should abide by the laws that are set up to protect children. We should take appropriate measures as outlined by the code when a violation is noted, 4.) If we have concerns regarding the behavior of an adult that does not affect a child, those concerns should be addressed to that adult. Where a child is affected ad the situation has not improved, we should inform the proper authorities, and, 5.) When we have definitive concerns about the early childhood program of which we are a part that have not been resolved, we should inform an administrator and or the authorities.
The ideals regarding ethical responsibilities we have to employees include: 1.) We should develop places people want to work in, meaning that they are places where employees and employers should be respectful, cooperative and collaborative, 2.) we should enable our employees to speak openly regarding the interests and well being of the children they serve, 3.) we should secure benefits and adequate pay for them, and, 4.) we should encourage them to grow professionally. The principles concerning the above mentioned group of colleagues are as follows: 1.) As regards children and the early childhood program, involve staff members and their expertise, 2.) we should provide employees with a secure environment where they can give and be given constructive criticism that will allow them to develop professionally, 3.) we should provide readily available written policies for employees to peruse, 4.) we should let employees know when they are not performing up to par and help them get back to their best if need be, 5.) if we have a sound reason, we have a right to fire an employee and they have a right to know, in writing, why they were fired. 6.) when we evaluate our employees we should do so only as is relevant to the children and the early childhood program to which we both belong, 7.) the hiring, advancement and renewal of an employee contract is based upon abilities alone, 8.) the hiring, advancement and renewal of an employee contract is not based upon race, religion, sexual orientation or any other characteristic having nothing to do with abilities, and, 9.) we should maintain employee confidentiality when discussing or writing job performance.
Finally, the ideals with regard to the ethical responsibilities we have to the greater community are as follows: (An “I” denotes the individual, where a “C” denotes a collective ideal or principle,) 1.I) Provide the best possible early childhood programs and services, 2.C) Make certain all stakeholders collaborate, 3.C) ensure each child’s environment is safe and healthy, 4.C) ensure the best possible early childhood programs are available to all children, 5.C) guarantee that all assessment tools are used only in ways that benefit children, 6.C) Be the child’s advocate, 7.) we should support, put into place and develop laws that advocate for children and eradicate laws that do not, and, 8.C) we should continue to expand the knowledge base of early childhood education and enforce the code of ethical conduct. The principles vis-à-vis the ethical responsibilities we have to the greater community are: 1.I) we should make sure our aims are known, 2.I) only apply for jobs you are capable of doing, 3.I) we should double check references before hiring anyone, 4.I) we should present program specifics objectively, 5.I) we should know how to use and interpret the assessment tools we utilize, 6.I) we should be familiar with and abide by laws that protect children, 7.I) when something is not right, we must either make it right or inform those who can make it right, 8.I) we should not contradict the laws that are in place to protect children, 9.I) when there is evidence that a program violates the laws that protect children, we should inform the proper authorities, 10.I) when a program violates the laws that protect children, we can tell everyone it’s name, 11.C) It is our responsibility to change policies that do not benefit children, 12.C) when a program fails to meet our standards we must report it to the proper authorities, and, 13.C) when authorities fail abused/neglected children, we must strive to improve the services we can provide for them.

Section I.b:
EXAMPLES OF DIFFICULT SITUATIONS AND MY SOLUTIONS:

· The school age teacher I worked with, though she was a brilliant teacher, gave up on one child with behavior problems. She was really open about it, and when I questioned her, she stated that she had many documents that detailed the behavior problems, (which were hard to miss in this child,) and also many written instances of attempts made by her to contact parents, as well as records of attempted discussion on the subject. It is important to note that the child in question was a bright child whose only difficulty lay in his inability to concentrate whatsoever. The parents unrelenting denial finally got to this teacher, and she resolved to pass her documentation of the child on to his next teacher. She felt that the parents views of her were such that they mistakenly felt that she just wanted to label their child and that they would not accept such a label or any such medication, which they felt would make the child’s situation worse. The teacher felt that she had done all that she could to ease the parents into acceptance and was distressed that she had failed, but, instead of abandoning the child, resolved to provide his next teacher with as much information regarding his particular temperament, and abilities as possible. I felt this was the appropriate response, although, while I was working in that classroom, I often spent time with him, one on one, try to help him focus.
· The toddler classroom at the head start center where I worked was probably one of the saddest situations I had ever come across. While a LOT of learning was undoubtedly taking place, one common occurrence was that of the aides and their attitudes, which could not be seen as anything but cold, distant and totalitarian. Because I was only a learner teacher, I resolved to try to adjust their mannerisms and aura by showing mine, and how successful it could be for them to be warm and communicative. In addition, I got the head teacher to mimic my habit of telling children what to do rather than what not to do. Unfortunately, this only worked some of the time. Any time that I went against the aides, I was met with resistance. I only hope that the head teacher remembers what I told her and that she tries to readjust their harshness now that I am gone.
· A child in the toddler classroom had a horrible runny nose as long as I worked there. After a week of the runny nose, I went up to her mother and inquired whether she was going to take her to see a doctor. The mother said yes, and thereafter, although the child still had a runny nose, it was not nearly as bad.
· The toddler classroom did not have enough materials and the children would often get bored. Luckily for them, about halfway into my stay there, they got a grant for new materials and so the teacher bought all kinds of new things.
· A little ways into my start at the head start center, there was an outbreak of head lice. I helped to clean up the preschool classroom I was in and started the laundry with all the sheets, blankets and dress up clothes. The stuffed animals remained in bags for about two or three weeks and parents were notified of the outbreak. I felt that the center handled this in the proper manner.
· Because the toothbrushes used by the children at the center looked as though they were very old, I asked about whether they were going to be changed. I could not get an answer and would have felt I had over-stepped my boundaries had I gone straight to the director.
· One child in the preschool classroom had a rash of some sort on her neck that I discovered. I brought this to the attention of the head teacher and she examined the girl, and promptly wrote a note to her parents. Thereafter, the rash seems to have been slowly disappearing.
· One day I noticed several small bruises on the legs of one little preschool girl. I tried questioning her about the bruises and she stated that she got them from playing outside. (She had been crawling around like a dog, as her part in a game of pretend play.) I asked the head teacher what she thought and she confirmed the little girl’s story. After that day, I did not observe any further marks on the girl and thus felt it safe to assume that she had just bruised herself in the way she stated.
· At least three boys in the preschool classroom would sometimes choke each other, or other children. When I witnessed this behavior, it was the only time that I ever yelled. I tried to convey the seriousness of their actions to the children. Each time the head teacher would see this behavior, she would have a stern talk to the children, and each time one of them hit or hurt another child more than just superficially, she would write an incident report.
· On one of my last days at the center, I overheard two preschool boys saying that a preschool girl told them that she would “kiss them outside.” I thought this was peculiar and told the head teacher what I heard. She promised to talk to the parents of the girl.

Section II:
DILEMMA OR RESPONSIBILITY?

The outbreak of lice at the head start center was surely a situation that where the teachers had an ethical responsibility to correct the problem. It is quite easy to tell that this issue is an ethical responsibility and not just an ethical dilemma because ideal number five (to create a healthful environment where children can develop all areas of learning (cognitive, linguistic, social, emotional and physical,) to their full potential and encourage and respect each child’s contributions,) and principles number one (harm no child,) and eleven, (we are obligated either to protect, or get someone else to protect children from unsafe/unhealthy situations/conditions,) clearly tell us that we must keep children in environments that are clean and free of diseases.

The aides attitudes in the toddler classroom is not so clear cut an issue. While I would say that the attitudes of the aides border on verbal abuse, they would say that the tone of voice and choice of words they use provides for better results and they would be right. Before they came into the classroom, some of the children would resist transitioning. These women taught the children how to hold onto each other’s shoulders in a line. Now, they always line up this way. Any time a child would resist sitting at the carpet, they would be yelled at and when a child would say “no” to a teacher, they would be yelled at and placed in a chair on time out. Over time, the children have become less contrary and, although they still have their moments because they are two years old, many of them now at least stay in the area requested if they don’t always follow the directions of what to do.
Because this has such a gray area, I thought perhaps I would describe how I would approach this as if it were an ethical dilemma. The first step is to see whether the dilemma can be solved with ethical finesse. Here, I would ask the aides how they learn stating that I learn best through my auditory sense. When I got their answers, I would ask them how they think the children each learn the best. Once I had gained their confidence and felt that they were at ease with me, I would ask them if they think the children learn most by our example or by our words. Then I would question their tone of voice.
If this didn’t work, I would bring it to the attention of the head teacher. I would remind her that we must act in a way that is justifiable to the community, is best for our profession and is most respectful of people and relationships (especially the children,) and together we would work out a way to address the problem.

Section III:
WHAT THIS MEANS TO ME AND MY FUTURE CLASSROOM:

To me, the code of conduct is like a moral compass. It will help keep me in line with my values and redirect me when I feel lost. It is a necessity for any profession to have such a code because, if consulted, it serves to tell us what is right whenever we may find the right and wrong to be obscured or ambiguous. Sometimes finding the right answer will not be easy. Perhaps there will come a time when there is some course of action that is cleverly disguised as the right thing, when it fact it is the wrong thing to do, or there may be something which, at first glance appears the wrong response but which is, in fact, the correct response to a problem. There may be more than one solution to a problem depending upon the outcomes. Whatever is the case, it will be necessary for me to be alert for ethical issues of either sort, and to keep track of any developments on them through notes, observations, recordings and other means of record keeping so that when the time comes to answer for my actions, I can say that I have responded in a way that was the justifiable best for whatever situation has arisen.

Transitions...

Originally, I intended to do a post on transition ideas for young children (mostly because the children I had recently worked with would get especially difficult during transition time,) but my searches kept sending me back to a place called preschool express. The more I looked at this site, the more I came to realize what a valuable source it could be. There are probably hundreds of songs, and hundreds more ideas for teaching children. The songs themselves are probably why this site kept popping up. There are songs about vegetables, weather, frogs...just about ANYTHING you could think of. Some are to familiar melodies like "Row your boat" or "Frere Jacques", and others you can improvise melodies for.

There's a section on what you can do with socks, problem solving with blocks, and even slimy sensory fun. Here's the main page. Some of it you can pay for, but very little isn't free. I think this page is fantastic. It is copyrighted by someone named Jean Warren.

http://www.preschoolexpress.com/

P.S.- the songs are under the Music and Rhyme Station section, the socks are under the Toddler Station section, Slimy Sensory Fun is under the Discovery Station section and the Problem Solving with Blocks is under the Skill Station section.

hugs.

Strategies for working with Children with Behavior Problems

Hello fellow students!

I know it has been a long while since I wrote and so I figured now would be a good time to write my second blog. During my many hours as a learner teacher, I have dealt a great deal with children who have some behvioral issue or other. While the source or reason for their behavior malfunction is unclear, it is certainly at least partially the responsibility of the teacher to attempt to alter that behavior, changing it into something more acceptable in modern society. Therefore, in that spirit, I found a great little page written for parents which could be a great resource for us as well. It disseminates parenting habits, ways to overcome problem behavior and ways to create a positive environment.

Hoping that you find it helpful,
omybunnybeast

http://www.foreverfamilies.net/xml/articles/parenting_young_children_with_behavior_problems.aspx

Assignment Post #1: Children and Loss

During my fifty five hours as a learner first grade teacher, I came across two students whose personal stories brought me close to tears. One was a little boy whose mother refused to accept that he had some difficulty concentrating, (he was as capable a first grader if not moreso than his classmates when he could focus, but he could rarely focus. At the end of first grade he could not write one sentence independently and his handwriting was positively atrocious,) and the other, a little boy whose father had died two years previously. Although it had already been two years, it was clear to me that, as a consequence of his father's death, this little boy had some behavioral issues. He was constantly moving and talking, and when we read the book "The Tiny Seed" by Eric Carle, or talked about the life cycle of the butterfly, his face would freeze and glaze over, as if he were momentarily escaping the moment.

It is difficult for anyone to come to grips with the death of a loved one no matter how meticulously one prepares for it. It is perhaps even more trying for a young child who may not yet fully grasp the concept of death and it's irreversible permanence. As such, I felt compelled to include a webpage designed for teachers and parents of children who have suffered the pain of a loss. I searched the web and found a four page PDF which was adapted from a document posted by the National Association of School Psychologists just after 9/11.

Within it's pages you will find a section entitled "Expressions of Grief" which disseminates typical child reactions to loss, a section entitled "Helping Children Cope", which is self explanatory, a section which illuminates the different stages of children's understanding of death called "Developmental Phases in Understanding Death," a section on how to help children who have friends who have lost a loved one entitled "Tips for Children and Teens with Grieving Friends and Classmates," and a small section with the names of books and websites that can be used as further resources to helping children understand and cope with loss and the grieving process. Please find the address below.

http://www.nasponline.org/resources/crisis_safety/griefwar.pdf

Its cold in this lab...

This is my first blog on this site. At this point, I've already finished my school age practicum hours and am mostly done with my infant toddler hours. I just have to be observed teaching a couple of lessons. I have one lesson thoroughly planned out and one in the works. I hope it continues to be a fulfilling experience.