PSY-FPX5110_JaredDavis_Assessment4-1
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Philosophy
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Jan 9, 2024
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Issues of Culture and Ethics: A Consolidated Case Study
JARED DAVIS
DIRECTOR
EDUCATIONAL CENTER
Case Study Overview
At a private early childhood education facility serving children ages six months to six years, Jared Davis, 45, holds the position of director. He moved to the US from Germany twenty years ago, and he has a strong interest in the welfare of young children. In an effort to enhance parent-child communication, he installed software that teachers can use to show off a little clip of students engaged in classroom activities. The 25-year-old Shelly Gonzalez was just employed as an assistant teacher for a child's room. She blogs frequently and is adept at social media. Jared is not happy that she spends the entire day on her phone. Shelly maintained that she required the software in order to communicate with the parents when Jared brought up the matter with her multiple times. One day when Shelly was uploading kid photos to her Facebook page, Jared witnessed a student in Shelly’s class open the backyard gate. Jared believes Grace is unfit to care for the kids and is thinking of firing her. But doing so will make things more stressful for staff who are already under pressure.
Cultural Differences
Jared
Shelly
•
Age: 55
•
Age: 22
•
National Origin: Born and raised in Germany
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National Origin: Born and raised in the United States
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Race: German
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Race: Hispanic
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Belief: Confusion philosophy
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Belief: All are created to be equal and shall be treated as such
•
English is the 2
nd
language
•
English is the only language
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Relevant Biases
•
Generational bias and age: Shelly is young, inexperienced, and a woman. Secretly, Jared believes Shelly is to blame.
•
National origin bias: Jared believes Shelly is independent and disobeys his orders because of her ambiguous communication style and confusions.
•
Language bias: According to Shelly, Jared has trouble communicating because he does not speak English clearly.
Shelly’s Ethical Concerns
Principle P-1.1: Ethical Responsibilities to Children in Section I
The primary duty of an early childhood educator is to provide care and instruction in environments that are secure, wholesome, supportive, and adaptable for every child. Above all, we promise not to hurt kids.
The children were left in an unsupervised environment when Shelly's focus was diverted to her cell phone.
Children are harmed and put in danger when left unattended.
Shelly’s Ethical Concerns Continued
Principle P-2.13: Ethical Responsibilities to Families in Section II
The center promises to uphold confidentiality and honor the family's right to privacy by abstaining from revealing private information and interfering with their home life.
Without the children's or their family's permission, posting images of them on her personal social media account breaches their right to privacy.
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Shelly’s Ethical Concerns Continued
Section III: Ethical Obligations to Colleagues B: Employers' Responsibilities
I-3B.1 to help the program deliver the best possible service.
I-3B.2-To refrain from taking any action that would damage the program's standing.
Shelly's near-miss incident jeopardized the school's reputation for providing high-quality care and damaged the program's standing.
Jared’s Ethical Concerns
Part I: Ethical Obligations to Children, Principle P-1.1; Addendum 1.
Ensuring that programs for children provide environments that are safe, healthy, nurturing, and responsive for each child is the early childhood program administrator's top priority.
The welfare and safety of the children come first, above all other commitments.
It is Jared's duty to make sure that no programs that are put in place will put the kids in danger. He needs to reconsider whether using the software to contact his parents is really necessary.
Principle P-2.13: Ethical Responsibilities to Families in Section II
Jared oversees making sure that the program being implemented won't compromise the children's and their families' privacy.
Jared’s Ethical Concerns
Continued
Supplement 3: Ethical obligations to staff members and a dedication to their professional growth
P-3.6. Prompt action will be taken to stop staff members from engaging in any activities or procedures that could place a child in danger, either physically or emotionally.
P-3.9. When a staff member's performance falls short of the program's standards, we will let them know about it and, if we can, work with them to improve.
P-3.10 For employees whose practices are inappropriate, we will offer counseling, further professional development, and support.
P-3.13 Decisions about hiring, retaining, terminating, and promoting employees will only be made in light of an applicant's qualifications, track record of success, suitability for the role, and level of training relative to the children under their care.
Jared is in charge of making sure that the personnel working there are qualified and compliant with the law in order to deliver high-
quality childcare.
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Deontology
Utilitarianism
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An ethical stance of upholding a responsibility or obligation to do what is correct
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The ethical perspective is contingent upon the outcomes of the act.
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Emphasizes definitive responsibilities ahead of the underlying consequence
s
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Emphasizes the execution of all standards before the consequences
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Indifferent
•
Indifferent
Comparison of Deontology & Utilitarianism
In this instance, deontology is the preferred theory.
The moral principle of doing the right thing and abiding by the law and regulations must guide the decisions and actions of childcare center administrators and educators in order to consistently provide high-quality early childhood education services on a daily basis. This should not change during daily business.
The ethical code of conduct and any relevant laws and regulations should be followed when making decisions about the implementation of software and the hiring and firing of personnel.
Making Ethical Decisions Using Fisher's Model
Fisher’s step 1: Develop and maintain a professional commitment to acting morally.
Director Jared needs to make a commitment to acting morally. In an early childhood education center, the director, teacher, and staff have the primary duty to ensure student safety.
When they held the meeting, Jared should have told Shelly to always do the right thing.
Step 2: Go over the "Code of Ethical Conduct Supplement for Early Childhood Program Administrators" and "Code of Ethical Conduct and Statement of Commitment" from NEACY. Utilize them as a roadmap when making decisions.
After going through the Code of Ethics for Teachers and Administrators, Jared gains knowledge and awareness of the moral dilemmas that are raised.
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Making Ethical Decisions Using Fisher's Model Continued
Step 3: Compile further early childhood education requirements from applicable state, federal, and institutional regulations.
Jared pledges to follow the rules and regulations in her field of work after learning about the Children's Online Privacy Protection Act.
Make sure Shelly understands the Children's Online Privacy Protection Act and follows the rules.
Step 4: Recognize the viewpoint of the stakeholder (NAECY, 2011).
As the director, Jared is in charge of making sure the kids' schooling runs well.
Make sure the building is secure. The lock on the gate was set too low, allowing tall kids to open it.
Make sure kids are healthy on all levels—mental, emotional, and physical.
Make sure the activities and lessons are both kid-friendly and safe by evaluating them.
Making Ethical Decisions Using Fisher's Model Continued
Fulfill the parents' curiosity about their children's progress at the daycare facility. Proceed with the parent communication software.
Overseeing employees.
Make sure there is enough staff to handle daily operations. There was a staffing shortage on the day of the incident. The staff-to-child ratio was at its maximum.
Ensure personnel are qualified for their positions.
Make sure personnel are properly instructed and conversant with rules and guidelines.
When Jared provides an evaluation, he ought to say that it's fair and impartial based on communication preferences, views on decency, etc.
Making Ethical Decisions Using Fisher's Model Continued
Step 5: Create ethical alternatives using steps 1-4, then assess each one.
Software is not a suitable medium for dialog exchanges. Software usage can be stopped in order to stop children's images from being misused and Children's Online Privacy Protection Act violations from occurring. However, parents will no longer be able to see what their kids are doing in school.
Shelly's inattention is what caused the incident. Just firing Shelly and hiring a new employee won't address the incident's aftereffects, such as, the gate's lack of child safety and the staff-to-child ratio.
Step 6: Decide on and carry out a moral plan of action.
Director Jared needs to make a commitment to acting morally first.
Have a meeting with Shelly to highlight the center's dedication to providing high-quality care and safety for children.
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Making Ethical Decisions Using Fisher's Model Continued
Go over Children's Online Privacy Protection Act and NAECY's code of conduct with Shelly. Talk to her about the ethical concerns. Remark on her social media abilities and identify areas for improvement.
Admit the lack of employees.
Examine the facilities that require childproofing.
Assess programs
Staff development in caregiving and instructing.
Step 7: Keep an eye on the situation and assess how well the plan is working.
Let Shelly develop while keeping an eye on her abilities to care for and instruct children. If, despite several attempts, she is still unable to meet the requirements for early childhood education, advise her to look for another program that better suits her skills and interests.
Best Practice for Working With an Age Difference
Establish an inclusive business culture that does not emphasize age or skills unique to a particular generation.
Concerning this case study scenario, age bias training would have been beneficial for both Jared and Shelly. Shelly could have learned to be courteous when interacting with the younger employee, and Jared could learn how to interact with an older employee who he is supervising.
Best Practice for Working With Religious Differences
Promote religious diversity in the workplace
Offer trainings on religious bias's
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Best Practice for Working With the other Gender
Gender equality
Gender norms and gender itself are seen as intricate components of social work structure standards, convictions, and mindsets.
Being seen as equal
Proposed Resolution
Jared and Shelly pledge to act morally, to protect the kids, and to give them, their families, and the community the best possible care and education (Fisher, 2017; NEACY, 2005, 2006, 2011).
Take steps to mitigate any possible risks (NEACY 2006, 2011).
Jared and Shelly come together to talk about goals, decisions, and ethical dilemmas.
Director:
Recognize the role of generational diversity in an organization (Toro et al., 2019)
Be advised that there are experience gaps between Jared and Shelly because they were raised in different eras.
Proposed Resolution Continued
Accepting and appreciating every generation for what it has to offer (Twenge et al., 2010).
After receiving ethical education, acknowledge Shelly's talents on social media and leverage them to your school's advantage.
Encourage intergenerational cooperation (Tang, 2019).
Assign Shelly to a staff member with knowledge and seniority so they can benefit from each others knowledge.
Recognize the diversity of nationalities within an organization (Turi et al., 2022).
Jared needs to know the cultural background of the staff.
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Proposed Resolution Continued
Recognize and comprehend how people of different national origins communicate differently (Ladha et al., 2018).
Given his position of authority as director, Jared ought to be aware of how east and west cultures communicate differently.
Jared will consequently be more conscious of himself and less prejudiced when assessing Shelly's demeanor, tone, and attitude throughout their conversations.
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Proposed Resolution Continued
Director:
In order to avoid or reduce conflicts between cultures, it is necessary to get over ethnocentric beliefs (Yousaf et al., 2022).
Prioritize listening to others, educate yourself, and be self-aware.
To promote equitable collaboration by cultivating cross-
cultural partnerships (Urassa et al., 2021).
Describe the idea of the Cultural Quotient (CQ), also known as Cultural Intelligence.
Encourage an environment at work where employees can respond with genuine understanding and informed empathy to people from diverse cultural backgrounds by being aware of their values, beliefs, and communication styles (Urassa et al., 2021).
Initiate the hiring process to enhance the staff-child ratio, ensuring that children are constantly under supervision (NEACY, 2006, 2011).
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Proposed Resolution Continued
Establish written guidelines for using social media and cell phones to set expectations and enhance communication in the event of misunderstandings (Du et al., 2021).
Keep an eye on Shelly's work to make sure it complies with policies and ethical standards and that the kids are being well taken care of.
Employees
Examine and adopt moral behavior and policies (NEACY, 2006, 2011).
Training to increase one's proficiency with education and childcare techniques.
Develop your cultural awareness and acceptances.
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Proposed Resolution Continued
Workplace Setting
Provide a child-proof gate. Set the lock high enough that only grownups can open it.
Utilize an alarm system to receive sound notifications whenever a door is opened.
Install tablets in every classroom; allow teachers to use their own phones for emergencies only.
Facility Programs
Utilize planned activities for your recess time. Or
introducing engaging games and playthings for kids to enjoy.
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References
Du, J., Van De Kerkhof, P., & Van Koningsbruggen, G. M. (2021). The reciprocal relationships between social media self-control failure, mindfulness and wellbeing: A longitudinal study. PLOS ONE
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References
Pivorienė, J., & Bardauskienė, R. (2016). Social work with families at social risk promoting gender equality. SHS Web of Conferences
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References
Twenge, J. M., Campbell, S. M., Hoffman, B. J., & Lance, C. E. (2010). Generational differences in work values: leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management
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(6), 668–671. https://doi.org/10.1038/s41562-021-01076-x
Yousaf, M., Ahmad, M. I., Ji, D., Huang, D., & Raza, S. H. (2022). A cross-cultural comparison of ethnocentrism and the intercultural willingness to communicate between two collectivistic cultures. Scientific Reports
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(1). https://doi.org/10.1038/s41598-022-21179-3
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