A Code of Ethics

Three Ideals contained in the NAEYC and DEC Codes of Ethics that are meaningful to me:

In reference to the responsibilities to co-workers (NAEYC Code of Ethics):

I-3A.1—To establish and maintain relationships of
respect, trust, confidentiality, collaboration, and
cooperation with co-workers.

The significance of this code to my professional life is the fact that one is only as strong as his/her team. Within any organization or work environment, especially in early childhood, there is nothing more vital to the growth of a center, the children, its families, and the community than the solid relationships built within through respect, trust, confidentiality, collaboration, and cooperation with one another.

In reference to the ethical responsibilities to the community and society (NAEYC Code of Ethics):

I-4.5 -- To work to ensure that appropriate assessment systems, which include multiple sources of information, are used for purposes that benefit children.

The significance of this code to my professional life is the fact that certain assessments, such as standardized testing, is NOT designed for "purposes that benefit children." These test carry too much weight when determining if a child is promoted to the next grade. Of course, such "assessments" work well for those students who don't have test anxiety, who have been exposed to certain concepts presented within the test, or were lucky to have teachers who did more than "teach to test". Be these scenarios aren't sufficient enough to say a student wasn't academically successful because he/she didn't "pass the test". As we learn in the beginning of becoming an early childhood professional, assessments should be conducted and implemented to give a better understanding of how to teach the child not rate the child as a "pass or fail" student.

In reference to Responsive Family Centered Practices (DEC Code of Ethics)

3. We shall respect, value, promote, and encourage the active participation of ALL families by
engaging families in meaningful ways in the assessment and intervention processes.

The first way to build a family is to give them a voice. My oldest daughter was diagnosed with a language delay when she was 3. Working closely with the center's family advocate, attending IEP meetings and being involved with its details as well as always having open communication with her teachers, helped me to understand her developmental issue more. I was in a position of empowerment because I had a voice and I knew my opinions and concerns were valued. Through all the support that was available to me, I understood how to work with my daughter to enhance her emerging language skills and in return she was discharged from the services because she no longer needed them. The teacher and parents have to work together for the benefit of the child. This is established by letting the family know that they are welcomed, valued, and their voice has power.