Spotlight on Ethics: Responsibilities to Children

by Dr. Nancy Freeman

This edition of Spotlight on Ethics builds on the first article in this series which was designed to help you learn about the NAEYC Code of Ethical Conduct (PDF) and to learn how to use it in your work with children and families. It focuses on the first section of the Code that addresses our responsibilities to children. As early childhood educators, we identify children as our primary clients. That means that when we are in situations that ask us to balance our responsibilities to families, colleagues, or society, with our responsibilities to children, that we will take a position that protects and advocates for the child.

In fact, it was the unique vulnerability of children, as well as the tremendous power we have over the young children in our care, that first motivated early childhood educators and NAEYC to address ethics in early care and education at the national level. That conversation began more than thirty years ago (Katz & Ward, 1978/1991) and continues today (Feeney & Freeman, 1999/2005) as we explore the role the Code of Ethics plays in the professional repertoire of early childhood educators.

The Core Values upon which the NAEYC Code of Ethical Conduct (PDF) is based lay the foundation of the field's commitment to young children. It is noteworthy that all seven of the Code's Core Values directly address our commitment to children:

• Appreciate childhood as a unique and valuable stage of the human life cycle
• Base our work on knowledge of how children develop and learn
• Appreciate and support the bond between the child and family
• Recognize that children are best understood and supported in the context of family, culture, community, and society
• Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect

The first section of the Code specifically addresses our responsibilities to young children. Its twelve ideals emphasize the importance of basing program practices on knowledge of child development and also remind early childhood educators that they are responsible for creating programs that meet the developmental needs of all children in ways that respect their culture, language, ethnicity and family structure.

The twelve principles in this section of the Code describe practices that are required, permitted, or prohibited as we work with young children. The first principle is perhaps the most important passage in the entire document. It has precedence over all other in this Code. Principle 1.1 states: Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children.

It has always seemed to me that this principle summarizes what you need to know about ethics in early childhood education. We have all encountered adults who have treated children in disrespectful or dangerous ways and perhaps you, like me, didn't know how to respond. I am often puzzled about how to move beyond saying, "I don't think you should treat a child like that" to having the courage to say, "Treating a child with disrespect or in ways that could be physically or emotionally harmful is always wrong. It violates our profession's Code of Ethics." But when you know the Code well, and know how to apply it, when your practice is based on its Core Values, Ideals and Principles, standing up for what is right is not just your idea, but it is the course of action supported nationally, by NAEYC's nearly 90,000 members. In fact, I like to say that when your back's against the wall, the Code and NAEYC are holding up the wall.

Ethical issues involving children most often require teachers of young children to balance the needs of an individual child with those of the group. You are facing this kind of issue when you are working with an aggressive child who is frightening other children and demanding a great deal of your time and attention. You are also grappling with an ethical issue when you are trying to meet the needs of the child whose behavior makes you suspect a developmental delay or another special need. This child is also likely to require a great deal of your time and attention, which means you have less of those precious commodities for others.

It is helpful to think about how the Code guides your thinking as you address both of these kinds of issues. In the case of the aggressive child, these ideals describe an optimal approach to addressing this problem:

I-1.2-To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

I-1.3-To recognize and respect the unique qualities, abilities, and potential of each child.

I-1.5-To create and maintain safe and healthy settings that foster children's social, emotional, cognitive, and physical development and that respect their dignity and their contributions.

I-1.8-To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.

These principles describe what you may and may not do as an ethical early childhood educator:

P-1.4-We shall involve all those with relevant knowledge (including families and staff) in decisions concerning a child, as appropriate, ensuring confidentiality of sensitive information.
This item mandates that you refrain from sharing specific information about how you are working with an aggressive child or what kind of help you are pursuing for that child about whom you have concerns with the families of these children's classmates. Information is always shared on a "need to know" basis.

P-1.7-We shall strive to build individual relationships with each child; make individualized adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program. If after such efforts have been exhausted, the current placement does not meet a child's needs, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall collaborate with the child's family and appropriate specialists to determine the additional services needed and/or the placement option(s) most likely to ensure the child's success.
Note that while you may rely on this item if you decide you must de-enroll a hard-to-manage child, removing a child from your program is an absolutely last resort that is justified only after other approaches have been exhausted and when you have worked with the family to find a more appropriate option.

Ideals 1.3 and 1.4 referenced above help you think about how to meet the needs of a child whom you think may need special services. It sets your sights on excellence, as does
I-1.9-To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful. This is also another instance where you may turn to P-1.7. Again, removing a child from your program is justifiable only when all other avenues have been tried to no avail and when you have worked with the family to secure the services they need.

Your reliance on these sections of the NAEYC Code help you reason out the best course of action that respects relationships and is in the best interest of all. I hope that this discussion has demonstrated how the Code can guide your decision making when you face difficult problems. I also hope that it has helped you see that the Code is neither a cookbook that tells you exactly what steps to take to making a decision, nor a directions manual with all the answers. It is, instead, a tool to help you answer the question, "What would a good early childhood educator do?" when you face some of the most difficult decisions of the workplace.

As you continue to learn about the Code and practice applying it to your work you will be moving yourself and the field toward increased levels of professionalism. You will be realizing the promise of a professional workforce caring for and educating our state's youngest citizens.

References

Katz, L.G., & Ward, E. (1978). Ethical behavior in early childhood education. Washington, DC: National Association for the Education of Young Children.

Katz, L. G, & Ward. E. (1991). Ethical behavior in early childhood education. Expanded Edition. Washington, DC: National Association for the Education of Young Children.

Feeney, S., & Freeman, N. K. (1999/2005). Ethics and the early childhood educator: Using the NAEYC Code. Washington, DC: National Association for the Education of Young Children.