NAEYC – Code of Ethics
I-1.6
—To use assessment instruments and
strategies that are appropriate for the children to be assessed, that are used
only for the purposes for which they were designed, and that have the potential
to benefit children.
It is always important to have
evidences for the information we give to parents about their child. Assessment
is a way we can do this without bias.
I-1.12
—To work with families to provide a
safe and smooth transition as children and families move from one program to
the next.
This
is important because families and children need support during transitions is
their child’s education. They need to know what their child has learned and how
to convey that information to their child’s new teacher.
I-2.2
—To develop relationships of mutual
trust and create partnerships with the families we serve.
The
only way a child’s family will listen to you about their child’s education is
if they can trust that you have their child’s best interest at heart. To do
this, a teacher must be well informed about the child and their ability.
DEC – Code of Ethics
We shall demonstrate our respect and concern for
children, families, colleagues, and others with whom we work, honoring their
beliefs, values, customs, languages, and culture.
The only
way a child and their family can be comfortable enough to listen to a teacher
and be taught by them is if they show them their culture and beliefs are
respected in the classroom.
We shall recognize and respect the dignity,
diversity, and autonomy of the families and children we serve.
All
children come from different family make ups. It is a good idea for the teacher
to show those dynamics by the books they choose to read in the classroom and
their word choices.
We shall engage in ongoing and systematic reflective
inquiry and self-assessment for the purpose of continuous improvement of
professional performance and services to young children with disabilities and
their families.
The only way a teacher can be truly
effective is if she reflects on what is working and what is not working in the
classroom. This means every segment of the day should be evaluated for its
effectiveness in the classroom.
