Ethical responsibilities
Ethical responsibilities
In the Position Statement, the administrator plays a crucial role in implementing ethical responsibilities in different areas:
- Ethical Responsibilities to Children: The administrator ensures that the program’s practices are based on current knowledge and research in child development and early childhood education. They create and maintain a safe and healthy environment that supports each child’s development and respect the unique qualities of each child.
- Ethical Responsibilities to Families: The administrator fosters relationships of mutual trust and partnerships with the families served by the program. They welcome and encourage family members to participate in the program, involve them in significant decisions affecting their child, and respect the dignity and preferences of each family.
- Ethical Responsibilities to Colleagues: The administrator establishes and maintains relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers. They support co-workers in meeting their professional needs and according to them due recognition of professional achievement.
- Ethical Responsibilities to Community and Society: The administrator works to provide the community with high-quality early childhood care and education programs and services. They promote cooperation among professionals and agencies, advocate for policies and laws that promote the well-being of children and families and support the professional development of the field of early childhood care and education.
Overall, the administrator ensures that the ethical responsibilities outlined in the Position Statement are upheld within the program, fostering a nurturing and supportive environment for children, families, colleagues, and the community.
Project –
The topic of increased access to high-quality early childhood education for all children aligns with the core values of the NAEYC Code of Ethical Conduct and Statement of Commitment in several ways:
- Appreciating Childhood: By advocating for increased access to high-quality early childhood education, we recognize and appreciate childhood as a unique and valuable stage of the human life cycle.
- Supporting Diversity: This advocacy project demonstrates a commitment to respecting diversity in children, families, and colleagues, as it seeks to ensure that all children, regardless of their background, have equal access to quality early childhood education.
- Advocating for Children and Families: The project reflects a dedication to advocating for children, their families, and their right to play and learn in an inclusive environment that meets their needs, as outlined in the Code of Ethical Conduct.
In this advocacy project, I will demonstrate these values by advocating for policy changes and increased funding to provide equal opportunities for all children to access high-quality early childhood education. I will also work to raise awareness of the importance of inclusive and equitable early childhood education and collaborate with professionals, families, and community members to implement positive changes. Through these efforts, I will uphold the core values and moral obligations set forth by the NAEYC Code of Ethical Conduct.
Certainly! Here are two ideals and principles from the “Ethical Responsibilities to Community, Society, and the Field of Early Childhood Education” section that reflect the topic of advocacy for increased access to high-quality early childhood education for all children, regardless of their background:
- Ideal I-5.2: To serve as a community resource, spokesperson, and advocate for quality programming for young children.
– This ideal reflects the advocacy for increased access to high-quality early childhood education by emphasizing the administrator’s role as a spokesperson and advocate for quality programming. It underscores the responsibility to actively promote and support initiatives that aim to provide all children with access to high-quality early childhood education, regardless of their background.
- Principle P-5.7: We shall be familiar with laws and regulations that serve to protect the children in our programs and be vigilant in ensuring that these laws and regulations are followed.
– This principle reflects advocacy for increased access to high-quality early childhood education by emphasizing the administrator’s responsibility to be vigilant in ensuring that laws and regulations designed to protect children are followed. By being knowledgeable and proactive in upholding these laws and regulations, the administrator can help create an environment that is safe, inclusive, and supportive for all children, thereby contributing to increased access to high-quality early childhood education.
These ideals and principles demonstrate the administrator’s commitment to advocating for and ensuring increased access to high-quality early childhood education for all children, regardless of their background.
Recommendations for Everyone:
Acknowledge and seek to understand structural inequities and their impact over time. Take action when outcomes vary significantly by social identities (e.g., lopsided achievement test scores, number and frequency of suspensions or expulsions that disproportionately target certain groups). Look deeper at how your expectations, practices, curriculum, and/or policies may contribute (perhaps unwittingly) to inequitable outcomes for children and take steps to change them.
Recommendations for Early Childhood Educators:
Actively promote children’s agency. Provide each child with opportunities for rich, engaging play and opportunities to make choices in planning and carrying out activities. Use open-ended activities that encourage children to work together and solve problems to support learning across all areas of development and curriculum.
Recommendations for Administrators of Schools, Centers, Family Childcare Homes, and Other Early Childhood Education Settings:
Provide high-quality early learning services that demonstrate a commitment to equitable outcomes for all children. Arrange budgets to equitably meet the needs of children and staff. Recognize that high-quality programs will look different in different settings because they reflect the values, beliefs, and practices of specific children, families, and communities.
Recommendations for those Facilitating Educator Preparation and Professional Development:
Set and achieve measurable goals to recruit and retain a representative faculty across multiple dimensions. Consider establishing goals related to race, ethnicity, age, language, ability and disability, gender, and sexual orientation, among others.
Recommendations for Public Policymakers:
Use an equity lens to consider policy impacts on all children and on the bonds between them and their families. Work to change any policy that either directly or through unintended negative consequences undermines children’s physical and emotional well-being or weakens the bonds between children and their families.
Organize your paper in three sections: NAEYC Code of Ethical Conduct and Statement of Commitment, Supplement for Early Childhood Program Administrators, and NAEYC Advancing Equity in Early Childhood Education
2. The paper must be written in APA format, double-spaced, 12-pt font, and 3-7 pages in length not including the title and reference page.
3. Properly cite evidence from the text to support your perspectives/point of view.
Advocacy topic: is increased access to high-quality early childhood education for all children regardless of their background
Just need to be tweaked a little and put into APA FORMAT work already started
