Exemplary Ethics

With my undergraduate degree in Sociology, I am no stranger to the world of ethics. I took multiple classes that showcased cases, studies, observations, and everyday research that were both ethical and unethical. I wrote countless papers on the history of ethics and the many organizations that work to ensure everything is by the books. While the majority of my studies were based on the Code of Ethics for research and observation, each field uses a unique set of ethics to define, essentially, the right and wrong of your own personal interaction within the field. 

In terms of Early Childhood, both the National Association for the Education of Young Children (NAEYC) and Division for Early Childhood (DEC) have developed their own Code of Ethics, each similar in manner. 

NAEYC 

I-1.3
     To recognize and respect the unique qualities, abilities, and potential of each child

 It is important to realize that every child is an individual, with different thoughts, beliefs, and ways in which they thrive. It can be so easy to quickly group children based on gender, or age, or even thinking level. However, the child must be looked at as their own person in order to truly help them succeed.

I-2.4
     To listen to families, acknowledge and build upon strengths and competencies, and learn from families as we support them in their task of nurturing children 

Families are where children learn the majority of what shapes their personality and their beliefs system. In order to truly understand and/or get through to a child, we must first address the family. When we view the family and the child as a unit, in terms of learning what works and what doesn't, we become a functioning team who's best interest is the child.

I-4.3
     To work through education, research, and  advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities

As Early Childhood workers, we must always be researching, always be observing, and always be self-reflecting on how to make the world a better place for these children. We must always be an advocate for policies and reforms that benefit the children of this world for the better. 

DEC

Part 1-6
     We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children's development and learning

We must always be adapting to the world and to the children and families we interact with. It will never help for individuals in the Early Childhood field to be solely dedicated to one strategy and one approach when working with children and families. The more you are flexible and able to see things from different perspectives, the better off the child will be. 

Part II-2
     We shall continually be aware of issues challenging the field of early childhood special education and advocate for changes in laws, regulations, and policies leading to improved outcomes and services for young children with disabilities and their families 

 If we do not seek, then we do not find. The world is evolving everyday, especially for Early Childhood. We must actively seek alternatives and resources to help better our own understanding and be active members in the change for good.

Part III-4
     We shall empower families with information and resources so that they are informed consumers of services for their children

There is no "us" and "them" when dealing with children and their families. It is a cohesive unit that share the common goal of helping the child succeed. When we provide guidance and information to the families, then they are able to better formulate what the future hold for their child