CE101 UNit 10 Discussion
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Nov 24, 2024
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Unit 10 Discussion
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Unit 10 Discussion
In Massachusetts, early childhood standards are formulated to help educators understand
a child's progress and learning in content areas and interaction. All schools and early learning
centers are required to adhere to the set standards. The Department of Early Education and Care
(EEC) developed standards for social-emotional development and approaches to play and
learning for preschool. The standards focus on children's emotional development and promote
self-management, curiosity, engagement, persistence, creativity, cooperative play, problem-
solving, memory, and organizational skills. This discussion focuses on Massachusetts's early
childhood learning standards, its relationship with the NAEYC ethical codes, and how this
information can be used in future practice.
The standard selected for this discussion is self-awareness, defined as the ability to
accurately recognize one's emotions and thoughts and influence their behavior (Mass.gov, n.d)).
This is based on the EEC's socio-emotional standards and includes an accurate assessment of a
child's strengths and limitations and the development of a sense of self and optimism. The
NAEYC (2011) describes ethical standards in early childhood as the guidelines for behavior and
resolution of ethical dilemmas in early childhood care. The above-mentioned standard aligns
with the NAEYC code of ethics in several ways. For instance, the professional's responsibilities
to children require them to support children's development and learning while promoting self-
awareness, self-worth, competence, cooperative play, and physical well-being (NAEYC, 2011).
Self-awareness prompts emotional development, which involves the ability to identify and
understand one's own feelings and that of others, regulate their behavior, develop empathy, and
sustain relationships (
McClelland et al., 2017)
. The code of ethics requires professionals to be
familiar with the knowledge base of early childhood and stay informed by continuing education
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and training to enable them to provide high-quality care. Therefore, early childhood
professionals can use their knowledge base to promote self-awareness in children and prompt
socio-emotional development. Additionally, the codes of ethics require professionals to use only
appropriate assessment instruments and strategies for children in early childhood settings.
I can use the Massachusetts standards and NAEYC code of ethics in my work with young
children and their families to guide my practice and ensure that my practice follows the ethical
code and the state standards. As an early childhood educator, NAEYC outlines my ethical
responsibilities towards children and their families, which I must adhere to achieve better
outcomes. By using the state standards and NAEYC Code of Ethics in my practice, I can make
better decisions when faced with predicaments involving ethics, such as deciding what is right
and wrong, conflicting priorities, children and families' welfare, as well as rights and
responsibilities as an early childhood professional. The Massachusetts standards can also be
implemented in my profession as they support the children's learning, development, and well-
being within the early childhood program.
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References
Code of Ethical Conduct and Statement of Commitment: National Association for the Education
of Young Children (2011). https://www.naeyc.org/resources/position-statements/ethical-
conduct
McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL Interventions in
Early Childhood. Grantee Submission, 27(1), 33–47.
https://libauth.purdueglobal.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=ED590403&site=eds-live
Preschool and kindergarten standards in social-emotional development and approaches to play
and learning
. Mass.gov. (n.d.). https://www.mass.gov/service-details/preschool-and-
kindergarten-standards-in-social-emotional-development-and-approaches-to-play-and-
learning