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The NAEYC Code of Ethical Conduct: A Position Statement of

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Title: NAEYC AND EARLY CHILDHOOD ASSESSMENT Author: Marilou Hyson Last modified by: pjp Created Date: 10/30/2000 11:49:48 AM Document presentation format – PowerPoint PPT presentation

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Title: The NAEYC Code of Ethical Conduct: A Position Statement of


1
The NAEYC Code of Ethical Conduct A Position
Statement of
  • The National Association for the Education of
    Young Children
  • Guidelines for Responsible Behavior in Early
    Childhood Education

2
The Code of Ethical Conduct
  • Offers guidelines for responsible behavior
  • Sets forth a common basis for resolving the
    principal ethical dilemmas encountered in early
    education care
  • From the Preamble to the Code

3
The Code of Ethical Conduct
  • Primary focus daily practice with children
    their families
  • Revised periodicallycurrent version approved
    April 2005
  • Recent Additions Supplement for EC Adult
    Educators (Joint statement developed with NAECTE
    ACCESS) and Supplement for EC Program
    Admini-strators

4
So,What Are Ethics Anyway?
5
To answer that question, we have to begin by
looking at
  • Values
  • Morality
  • Professional Core Values
  • Ethics
  • Professional Ethics
  • Ethical Responsi-bilities Dilemmas

6
VALUES
  • What Do You Value?

7
VALUES
  • Values are things that an individual believes to
    be intrinsically worthwhile or desirable, that
    are prized for themselves (e.g., truth, beauty,
    honesty justice, respect for people and for the
    environment).

8
MORALITY
  • Morality involves peoples' views of what is good,
    right, or proper their beliefs about their
    obligations and their ideas about how they
    should behave.
  • Morality concerns duties and obligations to one
    another and is characterized by words such as
    right, ought, just and fair.

9
ETHICS
  • Ethics is the study of right and wrong, duties
    and obligations.
  • Ethics involves critical reflection on morality,
    including the ability to make choices between
    values and the examination of the moral
    dimensions of relationships.

10
PROFESSIONAL ETHICS
  • The moral commitments of a profession that
  • involve moral reflection that extends and
    enhances the personal morality practitioners
    bring to their work,
  • concern actions of right and wrong in the
    workplace, and
  • help individuals resolve moral dilemmas they
    encounter in their work.

11
Ethical Responsibilities Ethical Dilemmas
  • Ethical Responsibilities
  • --clear-cut, spelled out
  • Ethical Dilemma
  • --conflicting professional values
    responsibilities

12
What Does a Code of Ethics Do?
  • Creates a professions sense of identity
  • Identifies the issues the profession cares about
    and wants new members to care about
  • Communicates with those outside the profession
    what they can expect from its members

13
HISTORY OF THE CODE
  • Initially prepared under the auspices of the
    Ethics Commission of NAEYC, which became the
    Ethics Panel
  • Its development was a 5-year process, involving
    NAEYC membership
  • Draft Code approved by NAEYC Governing Board July
    1989

14
HISTORY OF THE CODE (cont.)
  • 1st set of revisions adopted 1992
  • 2nd set of revisions approved by Board November
    1997
  • Code is reviewed for revision periodically (every
    5 years)

15
REVISION PROCESS
  • Undertaken according to NAEYCs procedures for
    position statements
  • NAEYC 2003 Annual Conference gathered feedback
    re revisionsEthics Interest Forum conference
    session participants
  • Request for input on NAEYC Web site
  • March 2004 Governing Board appointed workgroup

16
REVISION PROCESS (cont.)
  • Workgroup reviewed feedback received, suggested
    recommendations
  • Developed Draft revised Code
  • Draft revised Code posted on Web siterequesting
    feedback
  • Request for feedback from EC leaders, seeking
    diverse perspectives
  • Final draft Board review/approval April 2005

17
The Code
  • The goal of NAEYCs Code of Ethical Conduct is to
    inform, not prescribe, answers in tough decisions
    that teachers and other early childhood
    professionals must make as they work with
    children and families.
  • The strategy inherent in the code is to promote
    the application of core values, ideals, and
    principles to guide decisionmaking about ethical
    issues.
  • S. Feeney N. Freeman, 1999. Ethics and The
    Early Childhood Educator Using the NAEYC Code.

18
THE CODE of ETHICAL CONDUCT
  • Core values
  • Conceptual framework
  • Idealsreflect the aspirations of practitioners
  • Principlesintended to guide conduct and assist
    practitioners in resolving ethical dilemmas

19
Features of the Code
  • Ideals principles direct practitioners to those
    questions that, when answered, provide basis for
    conscientious decisionmaking
  • Many situations with ethical dimensions will
    require practitioner to combine guidance of the
    Code with sound professional judgment

20
Sections of the Code
  • Section I Ethical responsibilities to children
  • Section II Ethical responsibilities to families
  • Section III Ethical responsibilities to
    colleagues (coworkers, employers, employees)
  • Section IV Ethical responsibilities to community
    and society
  • Statement of Commitment

21
Revised Code
  • Same format as previous versions (Core Values, 4
    sections, Ideals and Principles, etc.)
  • Revision of Core Values
  • Language updated simplified
  • Issues regarding child assessment and
    accountability as well as diversity are more
    fully addressed

22
Revised Code (cont.)
  • Ethical responsibilities to Community Society
    (Section 4)Individual Collective
    responsibilities
  • Statement of Commitment modified
  • Glossary of terms related to ethics added

23
2005 Code and the 1997 Code
24
What do we do?
ID Problem ?
No Seek solution Involves ethics? ? Yes (issues of right, wrong)
Responsibility Do what is right Dilemma or responsibility? ? Dilemma You have a choice
Yes Solve it! Can it be solved with ethical finesse? ? No


25
What do we do?
Look for guidance in Code, get more info ?
Yes Seek legal advice! Legal dimension? ? No
Decide on a course of action ?
Issue resolved!


26
Lets Play a Game!
  • What Would the Good EC Educator Do?

27
What Would the Good EC Educator Do?
  • A game with rules!
  • Youll play this game with your colleagues

28
What Would the Good EC Educator Do?
  • Choose from Group 1 AND Group 2
  • Use the Code for guidance
  • What core values apply?
  • To whom do you have responsibilities?
  • What guidance is in the Code?
  • What would the good ECEer do?

29
What Would the Good EC Educator Do?
  • Discuss (and its OK to change your decisions
    after hearing from your colleagues)

30
So, How Can the Code Be Used in Real-Life
Situations
31
Why Is the Existence of the Code Important to ECE?
32
The Code of Ethical Conduct Final Thoughts
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