Examining Codes of Ethics

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.