8085 MD3 Discussion
Unique1961
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Read a selection of your colleagues’ postings.
In 125 word Responses:
Respond to your colleagues’ postings in the following way:
· Offer your reaction to your colleague’s solution/outcome(s) for the scenario. What aspects did you agree or disagree with, and why? How would/could your reaction be different if you were a teacher or a leader?
Return to the discussion at least 3–4 times in the second week of the module to read the responses to your initial posting and other recent postings. Note what you have learned and/or any insights you have gained as a result of reading the comments your colleagues made, as well as the connections you have made with the Learning Resources.
3 days ago
Katheryn Gonzales
Initial Post
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Upon reading the scenario involving Sarah and the program administrator, I had to think about my values and beliefs to be able to engage with the scenario. Our last discussion made me think about cultural competency and the need to reflect on one's biases and assumptions. In this scenario, Sarah, the program administrator, needs to be aware of her own bias to learn how to communicate and work with others who do not share her beliefs and values. Children exposed to cultural competence in the early childhood setting will feel more accepted and cared for while developing a positive view of others around them (Cultural Competency in the Early Care and Education Classroom (Better Kid Care), n.d.) I do not believe we should be engaging in conversations with preschool children about sexuality. I think this conversation should begin in the home with trusted parents and family that can share their values and beliefs with their child. I do not believe that a school or teacher should teach children values because not everyone shares the same values.
The NAEYC Code of Ethics framework outlines a set of ideals and principles for educators dealing with relationships with children, families, communities, and colleagues. When reading this scenario, I was drawn to the NAEYC Code of Ethics Ideal I-1.10, which states, "To ensure that each child's culture, language, ethnicity, and family structure are recognized and valued in the program." I was also drawn to Ideal I-1.5, which states, "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" (National Association for the Education of Young Children, 2005). Upon reading these ideals, I believe that Sarah was responsible for ensuring that all her students felt safe to share their culture and social development in the classroom without being embarrassed or called out in front of others. NAEYC's Code of Ethics (2005) also states the following principles that support the responsibility to provide students with a positive learning and social environment that supports their culture and family structure. According to the NAEYC Code of Ethics (2005),
"P-1.2—We shall care for and educate children in positive emotional and social environments that are cognitively stimulating and that support each child's culture, language, ethnicity, and family structure. P-1.3—We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their sex, race, national origin, immigration status, preferred home language, religious beliefs, medical condition, disability, or the marital status/family structure, sexual orientation, or religious beliefs or other affiliations of their families. (Aspects of this principle do not apply in programs that have a lawful mandate to provide services to a particular population of children.)" (pg. 2).
The children initiated their own play during free play by pretending to celebrate a wedding. Based on the NAEYC Code of Ethics, Sarah should not discriminate based on sexual orientation or family structure. In the scenario, one of the students felt discriminated against because he needed to express his family's views on same-sex marriage.
In this scenario, Sarah had an excellent opportunity to help support families dealing with nongender conforming students. The NAEYC has a resource for educators to help support families with gender nonconforming children. This resource gives teachers advice on how to help parents. In the scenario, Sarah said that one of the student's families did not want their son playing dress-up or with dolls. This resource could benefit Sarah and other educators in the same situation. https://www.naeyc.org/resources/pubs/yc/nov2019/supporting-families-gender-nonconforming-children
As a leader, Sarah should refrain from sharing her views on social media platforms. According to Burnes & By (2012), leaders must lead ethically; this means that leaders must not be explicit about what is acceptable or unacceptable so they may best serve all their stakeholders.
The scenario presented can become a violation of the law. Bills have been passed by states like Florida, Tennessee, Kansas, Georgia, and others that prevent educators from discussing gender identity or sexual orientation with students ( Georgia Legislators Introduce a Florida-Style "Don't Say Gay" Bill, n.d.). I know personally that teachers in my district have been told under no circumstance are we to ask a student their pronouns. Teachers are finding it difficult to know what to say and how to address topics related to gender and sexual orientation in the classroom, which can negatively impact educators.
References
Burnes, B., & By, R. (2012). Leadership and Change: The Case for Greater Ethical Clarity. Journal of Business Ethics, 108(2), 239–252. https://doi.org/10.1007/s10551- 011-1088-2
Cultural Competency in Early Care and Education Classrooms (Better Kid Care). (n.d.). Better Kid Care (Penn State Extension).
https://extension.psu.edu/programs/betterkidcare/news/2021/cultural-competence
Georgia legislators introduce a Florida-style "Don’t Say Gay” bill. (n.d.). NBC News. Retrieved September 24, 2022, from https://www.nbcnews.com/nbc-out/out-news/georgia-legislators-introduce-florida-style-dont-say-gay-bill-rcna19535
National Association for the Education of Young Children. (2005). Code of ethical conduct and statement of commitment. http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
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Simon Kim
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Initial Post
Weighing in on Sarah’s case study from the perspective of a program director, the most significant ethical challenge and dilemma involves field-based ethics which are related to leaders in a program such as Sarah who should be trying to exhibit leadership behaviors that support the common good but also advancing the development of the children, their families, and colleagues. This is a situation whereby Sarah has displayed some overt prejudices and explicit biases about gender which are being presented and addressed in powerful ways in this preschool’s learning environment. In fact, the discovery of Sarah’s bigotry toward “queers” on a social media site for religious conservative people has shocked her colleague who has been working as her preschool room partner even though discomfort and tense moments had been accumulating between them on gender issues. Assuming the role of a program director, it is an ethical dilemma because there are no easy solutions in approaching and resolving the situation.
Based on evidence presented by Sarah’s colleague, gender equity and diversity are not acceptable on the same scale and level as Sarah had embraced racial, ethnic, cultural, and language equity and diversity. In reviewing the year of working together, Sarah’s colleague and preschool room partner recounts many instances where Sarah failed to exhibit ethical leadership when encountering the prospect of teaching the young children about gender equity and diversity. For instance, on her first day in the program, the colleague was taken aback by Sarah’s refusal to accept the colleague’s books on gender equity and diversity titled Asha’s Mums and My Princess Boy. Sarah’s facial expressions, body language, and negative reaction to the books made it clear to the colleague that she was disinterested in promoting gender equity and diversity despite her exceptional track record in promoting racial, ethnic, cultural, and linguistic equity, and diversity. The colleague noticed as time went by Sarah’s aloofness and detachment with her except for their time together as preschool room partners. It was purely a professional relationship and when a male post-secondary student Rory joined them, Sarah recoiled at this prospect and conveyed her belief that only females were naturally fit for teaching preschoolers and distrusted Rory being alone with the children, having them sit on his lap, or having him accompany them to the bathroom. The most tell-tale marker of Sarah’s prejudice of the same gender couples or transgender identities was demonstrated with her intervention in the pretend wedding ceremony being staged by the colleague in the drama play space. Sarah literally tore the wedding dresses off the boys while claiming that one of them named Feng whose father wanted to redirect his female-oriented behavior he was displaying at home including playing with dolls must never be encouraged to behave as a female in the classroom. At this point, Sarah’s colleague is concerned that Sarah is not following the policy of responsiveness and inclusiveness required by the preschool. It was also shortly thereafter that the colleague discovers the bigoted commentary on the social media site Sarah wrote. The accumulated body of evidence against Sarah is disconcerting to me as a program director because Sarah has proven to be such an outstanding paragon for responsive and inclusive behavior in the context of racial, ethnic, cultural, linguistic equity, and diversity. This extremely negative attitude and prejudiced behavior toward gender equity and diversity is intolerable.
The position statement of the National Association for the Education of Young Children (NAEYC) on the Code of Ethical Conduct and Statement of Commitment is an excellent place to start in my evaluation and assessment of this ethical dilemma concerning Sarah’s confusing behavior as program director. In reviewing the core values, two of them stick out in the context of the specific situation. The first core value is NAEYC commits to “Respect the dignity, worth, and uniqueness of each individual,” while the second core value is NAEYC commits to “Respect diversity in children, families, and colleagues” (NAEYC, 2011). Sarah is violating these two core values by her offending behavior toward the colleague and the children in terms of gender issues. Sarah has exhibited intolerance in the classroom and toward the colleague about gender issues. Sarah offended the colleague with her rejection of the two books about gender diversity and equity, and then she rejected her colleague’s drama play involving the same-gender wedding between two boys with dresses on. Her ripping off the dresses from the two boys offended and scared them. Sarah also gave a scowl toward one of the boys when he pointed out a same-gender wedding involving his two uncles. As program director, Sarah has violated the core ethical principle of NAEYC for program directors, teachers, and staff members which states, “We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children” (NAEYC, 2011). The ripping away of the dresses, giving children inappropriate looks, and exhibiting scary, intimidating behavior toward the children are breaches of this central principle of ethical conduct.
In shifting over to peer-reviewed articles from scholarly journals, some important insights can be drawn in assessing and evaluating this ethical dilemma facing me as program director about Sarah’s confusing behavior. Thomas (2012) clarifies that an ethical context must be established between teachers and colleagues in the early childhood educational classroom that stresses practices and policies that are always best for the children. This early childhood education scholar explains that collaborative teamwork and support of team members in the preschool environment must be grounded on ethical principles and core ethical values shared among teachers and colleagues (Thomas, 2012). The acceptance of diversity among one another is an important ethical parameter and area for teachers and colleagues in early childhood education because people from different backgrounds, races, ethnicities, languages, cultures, and genders can learn to respect one another and work together for the children’s best interests (Thomas, 2012). In the context of Sarah’s behavior, she accepts diversity in all areas except for gender diversity. Sarah holds biases, prejudices, and bigoted opinions in this area. The intolerance toward gender diversity and equity has even been conveyed in the classroom toward children and her colleague. Burnes and Bye (2012) clarify that most organizations today are practicing philosophies of consequentialism ethics which means the ethical focus is on the consequences of behavior choices and behavior patterns. In Sarah’s case, she has made behavior choices which are causing consequences for her colleague who has read Sarah’s bigoted opinion on social media about same-gender people such as herself, and also Sarah has intimidated, scared, and brought discomfort to children in the classroom who were experimenting with gender identity. Her intolerant behavior toward same-gender persons, young and old, are causing negative consequences in the classroom and in her relationships with colleagues which breaches NAEYC ethical codes of conduct.
As program director, my solution to this ethical dilemma is to first bring Sarah into a one-on-one meeting to address my concerns and the strong body of evidence about her intolerance and bigotry toward same-gender persons, young and old. My leadership approach is to acknowledge Sarah as an overall outstanding teacher and leader who has proven herself as a supporter of diversity in numerous other areas. She has to accept and embrace diversity in this gender area in my professional perspective. However, my leadership competencies and skills in interpersonal communications would be required to resolve this ethical dilemma involving Sarah and possibly retaining her outstanding skills as a preschool teacher she has displayed in the classroom. This means starting the meeting out in a positive way by praising Sarah for her outstanding behavior in the past of responsiveness and inclusiveness toward racial, ethnic, cultural, and linguistic diversity and equity issues among children, parents, and colleagues. This allows Sarah to understand that her strengths and accomplishments are recognized by the early childhood educational facility. Then it would be appropriate to bring up her problematic behavior patterns toward gender diversity and equity issues. The Ethical Code of Conduct from NAEYC would be presented and reviewed at this juncture in the discussion, and my point would be to give her a chance to admit her intolerance toward gender diversity and equity as problematic. We could discuss possible options for her to address the attitudes and beliefs held by her and remedy them because of the consequences of possessing them. For example, at this point, my decision would be to explain that staff members and her colleagues are identifying themselves as homosexuals rather than heterosexuals, and that they would be offended by her attitudes and beliefs toward same gender couples and homosexuals. It would also be necessary to discuss our commitment to children’s safety, comfort, learning goals, and how children identifying or experimenting with gender are not to be reprimanded, intimidated, and discouraged, as she has done recently involving the same-gender wedding drama play in her classroom. Seminars, training programs, and learning resources could be discussed for her to try to change her attitudes and beliefs about gender issues, and we could even arrange for her to start this process of change at this time. Because of her outstanding skills and performances as a preschool teacher, my intention is to retain her, but she must make a commitment to change on these gender issues, or she will need to resign or be terminated. The decisions are Sarah’s to make the necessary changes toward gender issues, and she will be welcomed to continue teaching at the facility.
References
Burnes, B. and R.T. Bye. (2012). Leadership and change: The case for greater ethical clarity. Journal of Business Ethics 108, 239-252. National Association for the Education of Young Children (NAEYC). (2011). Code of ethical conduct and statement of commitment.
Thomas, L. (2012). New possibilities in thinking, speaking, and doing: Early childhood teachers’ professional identity constructions and ethics. Australasian Journal of Early Childhood Education 37(3), 87-95.
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Kelli Barnes
Main Discussion Post
Education has seen vast changes over the decades. Today, the topics of gender equality and cultural acceptance have been placed at the forefront of education. In this week’s discussion, I reflect on the scenario of Sarah, a program administrator of a preschool (2014). In the scenario, a new teacher is placed under the administration of Sarah, who was said to be committed to issues of equity and inclusion. However, Sarah exhibited behaviors that were bias and showed a lack of cultural appreciation. Stories such as this are all too common is today’s classrooms. As a leader, Sarah needs to step back from assumptions and acknowledge the cognitive development of children.
Within the NAEYC Code of Ethics, principles are laid out for educators. These principles help guide teachers and administrators through relationships with students, parents, and the community (NAEYC, 2005). As a teacher myself, I know the importance of these principles that are outlined are not only for teachers to read, but to live and teach by. In addition, we must draw from these principles and ensure that we are providing growth opportunities a child’s development while supporting their culture, language, ethnicity, socioeconomic background, and family needs. As I read the scenario about Sarah and reflected on my own experience as a teacher, two points came to mind. First, my own beliefs coincide with the NAECY’s Code of Ethics. I believe that a child should be accepted and supported for all differences, including development, academic status, race, background, religion, etc. It is my job to ensure that I am providing a healthy learning environment that promotes growth and development of the whole child. Secondly, I agree with the speakers from this week’s resources on ethical leadership. There is doing things right and doing the right thing (2013). In the situation with Sarah, as a program administrator, she should be more supportive and welcoming of children and their differences. Although Sarah may not have personally agreed with what the children were doing or saying, fostering growth and acceptance may have been the right thing to do. Furthermore, Sarah could have presented a more non-discriminatory role as a leader in facilitating expressions during free play. Often, children are simply exploring, and mimicking dialogue heard at home. Therefore, it is crucial that we promote inclusion, especially at a leadership level.
Unfortunately, Sarah could have been in violation of Code of Ethics with the behavior presented. Her lack of acknowledgement of culture or lack of respect to gender based on sex, could have tremendous repercussions. Stakeholders could pull children from the preschool, which could impact the center greatly. On the other hand, Sarah could have used this opportunity to help families with bias toward gender equality concerns. As a leader in this situation, I would encourage Sarah to review the Code of Ethics and what our role as educators are. Also, understanding the society that we live in and what doing the right thing looks like is critical. Most importantly, as a leader, just like Sarah, it is respect children and families and have courage to stand up for what is right!
References :
College of Early Childhood Educators. (2014). Case study 1: Sarah’s confusing behavior. Retrieved from https://www.college-ece.ca/en/Documents/Case%20Study%201.pdf
National Association for the Education of Young Children. (2005). Code of ethical conduct and statement of commitment. http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf
Walden University, LLC. (Producer)(2013). Ethical Leadership. https://cdn-media.waldenu.edu/2dett4d/Walden/EDDD/8085/CH/mm/audio_interface/index.html
