CE100: Ethics in Early Childhood Development Unit 8 Seminar

CE100: Ethics in Early Childhood DevelopmentUnit 8 Seminar Class will start at the top of the hour! Please turn the volume up on your computer speakers to access the audio feature of this seminar.

Audio Check I am aware that many of you are new to online learning and to using computers, so before we get started… lets conduct a quick audio check. If you can’t hear me, please confirm that the volume on your speakers are on and if you have external speakers confirm that they are plugged in. If you can’t hear me, please try logging out and back in. This often fixes the problem. If this does not work – please call Tech Support at 1-866-522-7747

Let’s Brainstorm: • What does the term “Ethics” mean?

Let’s Think About What We Said: • Reflect on your comments as well as your classmates while we review our objectives.

Unit Objectives After completing this unit, you should be able to: • Identify which ethical codes govern professionals who work in the field of early childhood development • Explain the main reasons why ethical codes are important

Field Trip: NAEYC Code of Ethical Conduct Go to Unit 8 Click on the Reading Icon Click on the Web Resource Quick-Read the NAEYC Code of Ethical Conduct (You will not have time to read in depth; please keep the document open during our discussion) Return to our seminar in 7 minutes (when you hear the music get quiet).

Let’s Apply the Code • Situation 1: Cultural Differences • You teach in a school that has a population from a culture in which physical punishment is common. This morning a girl from this cultural group strikes another child. A new aide who shares the child's culture grabs him and twists his ear. The child is momentarily stunned but soon is fine and seems calm the rest of the day. Apart from some redness, there are no other effects. When you speak with the aide, she tells you children in her community are used to this discipline. She says, "It calmed him down, didn't it?“ • The issue: Do you tell the aide that physical punishment is not acceptable in your class OR do you let it go? • Response:You let it go because she knows the culture better than you do. • What parts of the code support or do not support the action?

Let’s Apply the Code • Situation 2: Going Home • You are a toddler teacher. One student's mother comes to pick up her child and drive him home. From her slurred speech and clumsy movements, you suspect that she has been drinking heavily after work. • The issue: Do you refuse to let the parent take the child and ask her to call someone else to drive OR do you let her drive the child home? • Response: You decide to ignore it this time, because you're not sure that she's really drunk. • What parts of the code support or do not support the action?

Weekly Reminders • Complete the readings. • Participate in discussion. • Attend seminar. • Complete the graded review. • Make up any missing work!

Thank you! Thank you for joining me! It has been a pleasure share with you again this evening! If you ever need anything… email me!

References Follari, L. (2010). Foundations and best practices in early childhood education: History, theories, and approaches to learning. Boston: Pearson. Jupiter Images Corporation, (2010). Clipart.com. Retrieved May 10, 2010 from http://www.clipart.com

CE100: Ethics in Early Childhood Development Unit 8 Seminar