The NAEYC’s Code of Ethics Ideals and The Division of Early Childhood Code of Ethics

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The NAEYC’s Code of Ethics Ideals

Ideal I-1.1: To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

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The Division of Early Childhood Code of Ethics

Principle II: Professional Development and Preparation (3)

The practices that teachers use with young children need to adapt the most present, efficient approaches in teaching and knowledge of learning and growth of young children and this can only be done through an on-going process of learning. NAEYC’s Code of Ethics (2011), DEC’s Code of Ethics (2000), the Richard W. Riley College of Education and Leadership (2016),  and the National Board for Professional Teaching Standards all have very similar statements and guidelines that state that educators shall engage in continuous learning through participation in professional development opportunities.

I plan to continue to stay update on educational policies and procedures, behavior strategies, diverse learning styles, ways to advocate for my students and families, and also stay abreast of all things related to education in the early childhood field. I am committed to continuing my education, attending Professional Learning Communities meetings (PLC), engaging in National Association for the Education of Young Children (NAEYC) online forums, reading a current article that is related to educational practices, guidelines and current topics in my Young Children publications, attended training, and other educational resources available that will contribute to my professional development and growth.

 

The NAEYC’s Code of Ethics

Ideal I-1.10: To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.

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The Division of Early Childhood Code of Ethics

Principle III: Responsive Family-Centered Practices (3)

The cultures, traditions, beliefs, religions, and linguistic differences make classrooms a wealthy source of the learning environment and a great place to educate and strengthen the importance of diversity. NAEYC’s Code of Ethics, (2011) and DEC Code of Ethics (2000) both state “for optimal development and learning of all children, educators must accept the legitimacy of children’s home language, respect (hold in high regard) and value (esteem, appreciate) the home culture, and promote and encourage the active involvement and support of all families, including extended and non-traditional family units”. The Richard W. Riley College of Education and Leadership (2016), describes educators as those who creates a learning environment that affirms individual differences, supports the diverse learning needs of all students, and makes learning experiences meaningful and culturally relevant.

My goal is to continue to work creatively and collaboratively with other professionals to ensure that all children, whatever their current language proficiency or culture, have the opportunity to participate fully in the program’s learning opportunities. I aspire to grow and become more knowledgeable and professional in my field through diversity proficiency, demonstrates awareness of students’ prior learning, culture, family, and community values to improve teaching and learning.

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The NAEYC’s Code of Ethics

Ideal-2.2: To develop relationships of mutual trust and create partnerships with the families we serve.

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The Division of Early Childhood Code of Ethics

Principle I: Professional Practice-Professional and Interpersonal Behavior (6)

Effectiveness in working with children relies on positive working relationships with families. Positive relationships generate trust and understanding and transmit the message to children and families the value and significance of education and they have a support system in place. Parents are also able to feel that their child’s health and well-being are a priority and that educators and staff are invested in the care and education of their children. I find that having a working partnership with families benefits not only the child, but the family, and the teacher. I am working towards building and maintaining these positive teacher-parent relationships as a professional goal. Collaborating with parents and families is a vital part of the job responsibilities of school professionals. It is essential to acknowledge that each parent and family member is distinct, with differing levels of understanding and comfort with schools and their policies. My approach toward each parent’s and family's involvement must, therefore, be unique. As a teacher, I am a decision-maker and make many days today choices about the children in my care. Having the knowledge of developmentally appropriate practices and understanding the importance of guidelines and procedures plays a critical role in the care, understanding, teaching, and relationships I have with my children and their families.

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References:

Clark, B. (2010, September). Responsiveness to all children, families, and professionals: Integrating cultural and linguistic diversity into policy and practice. Retrieved June 20, 2020, from https://www.decdocs.org/position-statement-family-culture

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Laureate Education, Inc. (2016). RWRCOEL diversity proficiencies. Retrieved June 20, 2020, from https://class.content.laureate.net/390c0924723dc502253f764a9c468bc3.pdf

 

NAEYC. (2011, May). Code of ethical conduct and statement of commitment. Retrieved June 20, 2020, from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

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The Division of Early Childhood. (2009, August). Code of ethics. Retrieved June 20, 2020, from https://www.decdocs.org/member-code-of-ethics