The director has been made aware that a few policies are not being enforced or were not made clear. She wants you to help her tackle this issue in the upcoming faculty meeting. You have heard a few people complaining about these specific policies, so you are excited to tackle the project. You hope that your contribution to the faculty meeting can help get everyone on the same page.

QUESTION

Prior to beginning work on this discussion, review the NAEYC’s Code of Conduct and Statement of Commitment. (Links to an external site.)

You are quickly impressing your lead teacher and director. Your director sees such promise in you that she has asked you to help her prepare for an upcoming staff meeting. Although you are nervous, you are excited for the opportunity and you truly want to impress them!

The director has been made aware that a few policies are not being enforced or were not made clear. She wants you to help her tackle this issue in the upcoming faculty meeting. You have heard a few people complaining about these specific policies, so you are excited to tackle the project. You hope that your contribution to the faculty meeting can help get everyone on the same page.

As you dig into the policies, you begin to realize that some policies aren’t followed because some staff believe these policies do not benefit the children and do not wish to engage with them. You have an ethical responsibility to your colleagues, children, families, and community to advocate against policies that do not benefit the children, so you must carefully consider these policies before presenting at the staff meeting.

Policy #1: Instruction will not change from student to student. All students are to be treated like equals and instructions will not be modified under any circumstances. Often times in life accommodations aren’t made and we want to set our children up for success.

Policy #2: On water day, each kid must have a pair of water shoes that are rubber bottoms and purchased by the parents. If the child does not have them, they are not allowed to engage with water play and must remain in the classroom while their peers are outside.

Before you write your response, make sure to review Chapter 10 of the Gadzikowski (2013) text, in regards to advocacy and the NAEYC Code of Conduct and Statement of Commitment to be clear on your obligations as an early childhood professional. In your discussion, answer the following questions for both policies individually:

• Is this policy ethical? Why or why not?
• If it is ethical, how will you get all staff on the same page and begin to enforce the policy? Be specific and consider revising the policy slightly to get more staff “buy in.”
• If it is not ethical, how do you plan to be an advocate? Be specific with your step-by-step approach and address who you will contact and what your plan is to bring awareness.

• ANSWER

•  Ethical Considerations and Advocacy in Early Childhood Policies

  Introduction

  In the realm of early childhood education, it is essential to ensure that policies and practices align with ethical standards and prioritize the well-being of children. As an early childhood professional entrusted with the responsibility of advocating for the best interests of children, it is crucial to critically evaluate policies that may not serve their needs. This discussion will examine two policies and address their ethical implications, along with strategies to gain staff consensus or advocate for necessary changes.

  Policy #1: Instruction Equality for All Students

  The policy states that instruction should not be modified for individual students, emphasizing equality and preparing children for real-life situations where accommodations may not be provided.

  Ethical Consideration

  While the intent behind this policy may seem fair and reflective of real-world scenarios, it fails to acknowledge the diverse needs and learning styles of children. In early childhood education, it is essential to embrace inclusivity and differentiate instruction to meet individual developmental levels, abilities, and interests (Allen et al., 2015b). Treating all children as equals does not imply treating them identically; it necessitates providing each child with appropriate support to maximize their learning potential.

  Enforcing the Policy

  To address this policy while considering the ethical concerns, it is crucial to engage staff in a constructive dialogue and promote a shared understanding. First, the director can initiate a staff meeting dedicated to discussing the importance of individualized instruction in supporting children’s growth and development (Substance Abuse and Mental Health Services Administration (US), 2009). This meeting can incorporate professional development activities, such as workshops or training sessions, to equip staff with the necessary knowledge and skills to differentiate instruction effectively. Additionally, revising the policy to emphasize the importance of individualized approaches while maintaining fairness can foster staff buy-in and commitment.

  Policy #2: Water Play Exclusion without Water Shoes

  The policy mandates that children must have rubber-bottomed water shoes purchased by parents to participate in water play activities. Children without the required footwear are not allowed to engage with water play and are left in the classroom.

  Ethical Consideration

  This policy raises ethical concerns as it potentially excludes children from engaging in a valuable and developmentally beneficial experience based on their parents’ financial capabilities or their access to specific resources. Early childhood education should promote inclusivity and provide equal opportunities for all children to explore and learn through play.

  Being an Advocate

  To address the ethical concerns related to this policy, it is essential to undertake a step-by-step approach to raise awareness and advocate for change. First, document observations and gather data regarding the exclusion of certain children from water play activities due to lack of appropriate shoes. This evidence can be shared with the director and other staff members to illustrate the policy’s negative impact. Next, organize a meeting with the director to discuss the ethical concerns raised by the policy and propose alternatives that promote inclusivity and affordability (Focus on Ethics: Ethical Issues—responsibilities and Dilemmas, n.d.). This discussion can include suggestions such as providing communal water shoes or seeking community partnerships to ensure all children have equal access to water play. If necessary, reaching out to relevant authorities, such as the NAEYC, can further amplify the advocacy efforts and initiate broader change.

  Conclusion

  As early childhood professionals, it is our ethical duty to advocate for policies that prioritize the best interests and well-being of children. By critically evaluating policies and their ethical implications, we can work towards creating inclusive and nurturing learning environments. Through open communication, professional development, and collaborative decision-making, staff can be guided towards a shared understanding and commitment to policies that align with ethical standards. Additionally, when faced with policies that do not benefit children, stepping up as an advocate involves gathering evidence, initiating discussions, and seeking support from relevant authorities to drive positive change. By upholding the NAEYC’s Code of Conduct and Statement of Commitment, we can ensure that policies in early childhood education reflect the values of equity, inclusivity, and child-centeredness.

  References

  Allen, L., Kelly, B., Children, Y. B. O., & Families. (2015b). Transforming the workforce for children birth through age 8. In National Academies Press eBooks. https://doi.org/10.17226/19401 

  Focus on ethics: Ethical issues—responsibilities and dilemmas. (n.d.). NAEYC. https://www.naeyc.org/resources/pubs/yc/mar2016/ethical-responsibilities-dilemmas 

  Substance Abuse and Mental Health Services Administration (US). (2009). Chapter 1. Clinical Supervision and Professional Development of the Substance Abuse Counselor – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK64848/