Code of Ethics Inspiration

An enlighten source of information found within the Code of Ethics produced by the Division of Early Childhood (DEC) of the Council for Exceptional Children and the National Association for the Education of Young Children (NAEYC).  The Code of Ethics has provided me with the sense of self-reflection, self-creation, self-awareness and self-encouragement to develop a unique and exciting path of inspiration for the children and families I am blessed to inspire within my community.  Because of such commitment incorporated within the Code of Ethics, I am obligated with a sense of responsibility to a higher standard of education, nurturing and care for the children, their families, co-workers, associates, organizations, agencies local and state, community and myself.  The Codes of Ethic from the National Association for Education of Young Children and the Division of Early Childhood (DEC) that stood out for me are:

Responsibility to Children:
1-1.3 - To recognize and respect the unique qualities, abilities, and potential of each child (NAEYC, 2005).

1-2.5 - To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs and beliefs (NAEYC, 2005).

Professional and Interpersonal Behavior:

1. We share demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child (DEC, 2000).

Understanding a child and their cultural background (upbringing, home values, cultural traditions and beliefs) helps me to seek the righteous path of education for each child.  After moving to Hawai'i Island, I learned that it was not right to ask for certain things culturally even if it was to support the child.  To know who you are (children), I asked them to bring in pictures of their family members (elders) along with their genealogy.  I felt that we (individuals, children, etc.) are the product of our families, a statement from Mary Kawena Puku'i (1983), I maika'i ke kalo i ka 'oha which means the taro is good because of its family and poetically it is referred to the child is a representative of their families, bad or good.  I received a message from the families of these children that it was maha'oi - nosey to seek this type of information.  I learned later that many of these children came from broken homes and what happened in the past needed to be left in the past.  To recognize and respect a child is to reflect on myself, I needed to respect my self to know how to respectfully honor the child.  Become the voice of the voiceless as shared by Renatta Cooper (Laureate Education, Inc. 2010), understanding a child we become a better spokesperson for the child.

Responsibilities to employees:

1-3C.1 - To promote safe and healthy working conditions and policies that foster mutual respect, cooperation, collaboration, competence, well-being, confidentiality, and self-esteem in staff members (NAEYC, 2005).

Creating a safe place for children is important, but a safe and workable place for employees is just as important, because the children are and will be affected by the actions between employees.  When I was a teacher's aid, we had a struggle with our head teacher along with the rest of our staff.  The head teacher's personal problems became our (staff) problem.  We were so close, it was difficult for our director.  If this Code of Ethic was available then, we would have been in a better situation.  If we  promoted a safe and healthy working condition to foster respect and compassion, our children and their families would not have be affected by the situations that occurred in the institution.  'A'ohe hana nui e alu like kakou which means there is no job large enough if done together and poetically it means to respectfully collaborate with competence and well-being of everyone involved (Puku'i, 1983).

Professional Development and preparation:

4. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services (DEC, 2000).

My first day of teaching in an early childhood institution, I was mentored by two (2) great women and inspirational leaders for the children.  Yet, I learned their personal practices were not accepted by the organization that taught me an important lesson.  My lesson was that I needed to always educate myself on current issues of the field.  They were removed from the institution another important lesson learnt.  From that experience, it gave me the sense and knowledge to always mentor individuals in all aspect of education with the understanding of ethically based information and evidence.  Leticia Lara (Laureate Education, Inc., 2010) explained about sharing your knowledge of the early childhood field with others outside of the field.  Mentoring professionals with evidence and ethically based services inspired from the services provided to the children within your institution helps the new professional gain an understanding and direction, in my opinion.

Resource:

Laureate Education, Inc. (2010). Professionalism, Advocacy, and Leadership in Early Childhood. [Course Media]. Retrieved December 11, 2012 fromhttps://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1958367_1%26url%3D

NAEYC. (2005, April).  Code of ethical conduct and statement of commitment.  Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Puku'i, M.K. (1983). 'Olelo No'eau: Hawaiian proverb and poetic sayings. Honolulu, Hi: Bishop Press.

The Division for Early Childhood (DEC). (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/