Presentation/Assigment

Instruction:

Pick one ethical dilemma from the articles below:

Use the NAEYC  Ethics Position Statement or the Multiple Ethical Paradigm as a guide to help find an ethical solution to the dilemma. (3 page minimum New Times Roman) : 

1. "Don’t Let My Son Dress Up as a Girl!”

2. Make Sure My Child Drinks Her Milk!

3.  A Difficult Working Relationship

 

Attachments

· Focus on Ethics_ “Don’t Let My Son Dress Up as a Girl!”—The Response _ NAEYC.pdf

Resources

Rubric For Weekly Homework

Rubric For Weekly Homework
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeContent	3 pts Full Marks Writing contains insightful and or critical analysis. Discussion of implications for personal and professional functioning. 2 pts Points Adequate analysis. Discussion of implications for personal and professional functioning. 1 pts Points Partial/Superficial analysis related to required and identified factors. 0 pts Points No analysis.	3 pts
This criterion is linked to a Learning OutcomeOrganization and Style	3 pts Full Marks Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to the question. States a conclusion that is a logical extrapolation from the analysis of evidence/data presented. 2 pts Points Organizes evidence to reveal important patterns, differences, or similarities related to the question. States a conclusion focused solely on the analysis of evidence/data presented. The conclusion arises specifically from and responds specifically to the analysis of evidence/data presented 1 pts Points Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to the question. States a general conclusion that, because it is so general, also applies beyond the scope of the analysis of evidence/data presented. 0 pts No Marks Lists evidence, but it is not organized and/or does not articulate its relation to the question. States an ambiguous, illogical, or unsupportable conclusion from analysis of evidence/data presented.	3 pts
This criterion is linked to a Learning OutcomeReadings	3 pts Full Marks Readings and videos from the module are referenced and discussed in the paper. New readings, websites or videos are referenced in the paper. References are present in proper APA format. 2 pts points Readings and videos from the module are referenced and discussed in the paper. References are present in proper APA format. 1 pts Points Readings and videos from the module are referenced and discussed in the paper. References are not present in proper APA format. 0 pts No Marks References to the readings or videos are not present in the paper.	3 pts
This criterion is linked to a Learning OutcomeGrammar and Mechanics	3 pts Full Marks Proficient use of grammar with minimal grammatical errors. Sentences are structured effectively and powerfully, with appropriate sentence style and length. Assignment contains 2 or fewer errors. 2 pts Points Writing consistently uses proper grammar, spelling, and punctuation. Most errors seem to be typos rather than patterns of error. Sentences are varied and appropriately constructed. Contains 3 - 5 errors. 1 pts Points Writing could improve with revision. Contains some errors in sentence construction and little variation in sentence structure. Writing includes some errors in usage and syntax, but most do not interfere with readability. Contains 6 to 10 errors. 0 pts No Marks Writing is at the level of a first draft, with numerous errors of usage and syntax that interfere with readability and meaning. Contains multiple errors in sentence structure and spelling. Contains over 10 errors.	3 pts
This criterion is linked to a Learning OutcomeTimeliness	3 pts Full Marks The document is posted by the assigned Module. 2 pts Points The document is up to 24 hours late 1 pts Points The document is up to 48 hours late 0 pts No Marks The document os over 48 hours late	3 pts
Total Points: 15

EXAMPLE:

“Make Sure My Child Drinks Her Milk”: An Ethical Case Study

An educator can face a wide range of choices and scenarios during their time at work. Some decisions are very easy; if a child comes to school complaining about being physically abused by their family, the educator needs to report that immediately. Other decision are very difficult, bringing together competing visions of the good, and pitting valid ethical principles against each other (Sherpa, 2018). When this occurs, it can be helpful to have a benchmark standard to apply in order to arrive at the most ethically correct decision. The NAEYC has published a comprehensive code of ethical conduct, articulating principles that can help guide educators when they are confronted with situations that do not have an obvious black and white solution. This paper will apply the NAEYC code of ethical conduct to the “Make Sure My Child Drinks Her Milk” case study.

In this case study, Jane’s father has told his daughter’s teacher Kristen that he would like his daughter to drink her milk at lunch time before she drinks water. Upon being informed of this, Jane becomes upset and begs Kristen not to tell her father that she did not drink her milk. Obviously this is an ethical dilemma that is more difficult due to the fact that competing principles collide. On one hand, Kristen has an obligation to include Jane’s guardians in decisions made for Jane’s good in the classroom; on the other hand, Jane’s obvious lack of comfort with milk and, perhaps, her father raises questions about the welfare of the child. Given that these principles are pitted against each other, the NAEYC code of ethics is an excellent starting point for making an ethical decision in this matter.

The first step for educator Kristen is to identify which aspects of the NAEYC code of ethics apply to this situation in order to narrow down the principles in play. The sections of the code that are most applicable to this scenario are Section I, ethical responsibilities to children and Section II, ethical responsibilities to families. The welfare of the child is clearly an issue, and the family’s very specific involvement in the issue ensures that Section II is highly relevant. Now that the relevant sections of the code have been identified, Kristen can go about making a plan in terms of resolving this situation in the best interests of the child and the family.

The first principle, stated above all in the code, is that educators have a mandate to never harm children. This most important principle forms the foundation of any decision made in this case study. It is also important to consider the family when making this decision, as per the code. I 2.6 reminds Kristen that she needs to respect the right of the family to make decisions for their child and P 2.6 notes that information shared by the family about the child shall be given weight when making decisions about the child (NAEYC, 2011). In addition, P 2.3 notes that families should be involved in policy decisions regarding their child (NAEYC, 2011). These principles should remind Kristen that while Jane’s reaction to milk must be addressed, it should also be addressed in collaboration with the family.

The first step for Kristen is to inform Jane’s family about this situation. Initially, it is understandable that Kristen could feel uncomfortable doing so given how scared Jane was of her father. However, a three year old’s reactions are not always accurately contextualized within the situation, and the case study presents no other evidence that Jane might be facing abuse at home. These factors should give Kristen confidence to approach the family to find a mutually acceptable solution. Kristen should fully explain Jane’s hesitance, communicating clearly and honestly with the family as P 2.5 of the code encourages educators to do. This will ensure that the family is fully informed about what is going on, allowing Kristen and the family to be on the same footing when taking the next step.

The next step for Kristen and the family is to use the information at hand to determine a plan of action that is acceptable to all parties (Terhart, 1998). A starting point might be to consider involving a doctor to determine if Jane’s hatred for milk is rooted in another issue, such as undiscovered lactose intolerance or irritable bowel syndrome, for example. If a medical issue is not identified, the parents and teacher should create a plan to work together to educate Jane about why milk is important, and provide incentives for her to drink her milk. Failing that, an alternative to milk could be agreed upon, such as foods richer in calcium, or perhaps a supplement beverage. Once this is done, Kristen and the family should work together to closely monitor Jane’s dietary habits to ensure that the plan they have created is effectively implemented, and that Jane is getting the nutrition that she needs. An essential part of this element of the plan is close communication between Kristen and the family to make sure Jane is being monitored at all times. Finally, Kristen needs to make sure that she is closely observing Jane to identify if any additional signs of physical or emotional abuse are occurring, in case Jane’s terrified reaction to milk and her father is related to something other than despising milk. By following through on this plan, guided by the NAEYC’s code of ethics, Kristen should feel confident that she has taken the best possible approach to resolving this challenging situation.

References

NAEYC Ethics Position Statement (2011). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

Sherpa, K. (2018). Importance of professional ethics for teachers.  International Education and Research Journal,  4(3), 16-18.

Terhart, E. (1998). Formalised codes of ethics for teachers: Between professional autonomy and administrative control.  European Journal of Education,  33(4), 433-444.