Code of Ethics (NAEYC – DEC)
I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.
Bounding with each family creates the most trust and encourages them to get involved in our care while this can enhance their child's growth and development.
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.
Transitioning can be challenging for most children, it can be moving a child from one class to another or even changing teachers during a day. We as educators must make sure we make the child and the families feel safe with the transition because the child is not the only one having a hard time. We want this to be as smooth as possible for the child, the families, and children in the class along with the teacher. We have to make sure we have a good line of communication about what both parties want and expect to ensure that the transition is easy and smooth.
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
DEC Code of Ethics
Responsive Family-Centered Practices:
#7 We shall be responsible for protecting the confidentiality of the children and families we serve by protecting all forms of verbal, written, and electronic communication.
It is very important to keep the information and any documents about children and their families confidential. Even when we write any incident reports, we avoid using the words a boy or a girl to keep the information confidential to other parents and we use "child, friend, or peer" words instead.
Professional and Interpersonal Behavior
#1 We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
We should consider each child as a young individual who deserves our respect like we do. This is very important in this field because many teachers forget that each child has feelings and should always be valued the way an adult is valued.
#6 We shall build relationships with individual children and families while individualizing the curricula and learning environments to facilitate young children’s development and learning.
It is critical to implement lesson plans based on each child's interests through child observation and family discussion. We always want the children and the families to trust what we are doing with their children.
The Division for Early Childhood. (2000, August). Code of ethics. Retrieved May 26, 2010, from http://www.dec-sped.org/
Hi!
ReplyDeleteI agree with you that transitions are so difficult for children and even for some adults. When we transition a child to a new classroom, we have a full week or two program set up to help them adapt on their own time. One hour for the first day, or two. Two hours for the next day, or two. A half a day for the following day. A full day the next day. It works out that they usually end up loving their new room. But there is the occasional child that really struggles with change and then we adapt for them, even further. Sometimes, we might even talk with the parents about a plan to help ease the child's anxiety. Thanks for sharing!
Hi Win, thank you so much for sharing. I agree that positive redirection is a great way to help with behavioral problems. It is very important that we keep our positivity and encouragment with children under our care. Especially when we are faced with a child going through behavioral challenges. We don't always know the stressors that a child is going through at home or outside the classroom setting and it is important that we provide them with a loving and nuturing environment when they are under our care. It is our job as educators to lead by example and teach them how to encourage one another and be caring and kind to one another.
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