Mod 2 Notes
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Jan 9, 2024
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2.1 Introduction: Ethics
This module will discuss ethics. You will become familiar with the NAEYC Code of Ethical Conduct and the Canadian Child Care Federation Code of Ethics. You will look at ethical dilemmas and gain practice in resolving these dilemmas.
Module Outcomes
By the end of this module, you will be able to
1.
Define what ethics is in early childhood education
2.
Identify the impact of ethics in early childhood education
3.
Recognize the importance of the Code of ethics in early childhood education
4.
Apply the Code of Ethics to specific ethical dilemmas in early childhood education
Outcome 1
Define what ethics is in early childhood education.
In Module 1, you spent some time reflecting on your values and beliefs. You will see, as we examine ethics that these values and beliefs will come into play as you consider ethical dilemmas.
The study of morality and ethics begins with recognizing that decision making is profoundly influenced by personal beliefs, values, and morality. (Feeney & Freeman, 1999, p.2)
Ethics involves reflecting on your personal belief system, your philosophy of early childhood education and the goals you have set for yourself and the children who you work with. No doubt as you reflected on your personal philosophy you saw that your personal value system was the foundation for your professional values. This value system guides the many decisions you make involving children, families, colleagues, and society.
A strong foundation in professional ethics . . . is an essential part of the professional repertoire of
every early childhood educator. (Feeney, 2010, p. 72)
I’m sure that you have come to see that we do not all have the same value system. Respect for other people’s value systems is essential when working through ethical dilemmas.
According to Feeney and Freeman, a code of ethics, “defines the core values of the field and gives guidelines for what professionals should do in situations in which they encounter conflicting obligations or responsibilities in their work.” (Feeney & Freeman, 1999, p.9)
The purpose of a code of ethics in the field of early childhood education is to help professionals do what is right. Your primary responsibility as an early childhood educator is for the well-being of the children in your care. You also have responsibilities towards the families, colleagues, and society. Often you will be called upon to make tough decisions.
Professional ethics helps us as early childhood educators to think about our responsibilities to children, families, communities, and society and to address some of the difficult situations we face every day. (Feeney, 2010, p. 72)
Having a code of ethics makes it easier to make the right decision, knowing that you are not acting alone but rather as a professional who is supported by a set of principles.
Outcome 2
: Identify the impact of ethics in early childhood education.
Outcome 3
: Recognize the importance of the Code of Ethics in early childhood education.
A code of ethics is a hallmark of every profession because it assures society that a profession is serving the public good and that services will be provided with acceptable moral conduct. (Feeney, 2010, p. 74)
We know now that the Code of Ethics is important in guiding practice in early childhood education. In their ground-breaking work, Katz and Ward (1978) identify four reasons why a code of ethics is important in early childhood education.
Power and Status of Practitioners
Young children have little power or control over their caregiver’s behaviours. Caregivers have physical and psychological control over children and the children have little or no recourse to change caregiver’s actions. As well, because childcare work has many responsibilities and little status, parents may make demands that are not in the children’s best interests. A code of ethics encourages caregivers to overcome temptations to abuse their power over children.
Multiplicity of Clients
Childcare workers serve parents, children, the employing agency and the larger community. The expectations and needs of each group may be in conflict. A code of ethics may help early childhood professionals resolve conflicts and disagreements among these groups.
Ambiguity of the Data Base
It is difficult to find reliable evidence regarding the long-term effects of early education on young children. Early childhood education professionals must carefully examine differing ideas
and methodologies in the field. Being open-minded, keeping well informed, and thoughtfully considering new ideas help ensure that children’s needs will be met.
Role Ambiguity
Caregivers have a tremendous responsibility to meet all the needs of children. At times, there may be disagreements with parents over such issues as discipline methods, toilet training, or sex role socialization. A code of ethics could reflect the boundaries of caregivers’ roles.
Outcome 4:
Apply the Code of Ethics to specific ethical dilemmas in early childhood education.
A code of ethics can help early childhood professionals resolve dilemmas involving conflicting values where there is no obvious or easy answer. A code of ethics will not give you solutions, but
instead it will give you ideals and principles and will guide you toward the right or moral solution. It is important to remember that a dilemma does not have a clearly defined right or wrong answer.
When faced with a workplace issue Feeney and Freeman (1999) suggest that the first step is to determine whether or not a particular issue involves ethics.
Ask yourself if the situation has to do with concerns about right and wrong, rights and responsibilities, human welfare, or individuals best interests. (Feeney & Freeman, 1999, p. 23)
Assuming that this is an ethical issue, is it an ethical dilemma? There are situations that involve ethics but not an ethical dilemma. An example of this would be finding other staff members gossiping about a child and his family. They ask you what you know about the situation. This scenario involves ethics but does not involve an ethical dilemma. There is clearly no dilemma here; joining in their gossiping would be unethical behaviour.
An ethical dilemma is a situation an individual encounters in the workplace for which there is more than one possible solution, each carrying a strong moral justification. A dilemma requires a person to choose between two alternatives, each of which has some benefits but also some costs. (Feeney & Freeman, 1999, p. 24)
After considering what Feeney and Pizzalongo said in the previous video clips, you can see that resolving an ethical dilemma can be a balancing act. You must respect the needs and interests of everyone involved. Be honest and fair with all parties. It may be helpful to talk about the situation with someone you trust. They may be able to present a perspective that you have overlooked. Remember to maintain confidentiality do not use real names or places in your discussion.
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Feeney and Freeman (1999) suggest the following steps when you are faced with an ethical dilemma:
Explore the issue. Look at the needs of each person involved. Refer to the Code of Ethics.
Be sure you have all the information needed to resolve this dilemma. Review your centre policies.
Make an initial effort to solve the problem. Try to solve the problem in a manner that is satisfactory to everyone involved. Be sure that everyone has the chance to communicate openly and honestly.
Decide on a course of action. Not all situations will be resolved amicably. There are times you may have to make a tough and unpopular decision and stick with it.
Revisit and reflect. When the resolution process is over, be sure to take the time to reflect. What have you learned? Are there policies that could be developed to prevent the situation from recurring?
In the field of early childhood education, you will continually be faced with ethical dilemmas. A clearly stated code of ethics will help to guide your practice.