Why is a code of ethical conduct particularly important for early childhood professionals quizlet?

P - 1.1
Above all, we shall not harm children. We shall not participate practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating children. This principle has precedence over all others in the code.

P - 1.2
We shall care for and educate children of positive emotional and social environments that are cognitively stimulating and the for each child culture, language,, and family structure.

P - 1.3
We shall not participate practices that discriminate against children by denying benefits, giving special event, or excluding the appropriate activities of the basis of their sex, race, social origin, religious beliefs, ethical condition, disability, or marital status/family sexual orientation, or religious beliefs or other affiliations of their family. (Aspect is will do not apply partner have a lawful mandate to provide services to a particular population children.)

P - 1.4
We shall involve all of those with relevant knowledge to) the decision concerning child, as appropriate, to ensure confidentiality of information.

P - 1.5
We shall use appropriate assessment system, which include multiple sources of information, to provide information on children's learning and development.

P - 1.6
We shall strive to ensure that decisions such as those related to enrollment, retention, and assignment two special education services, will be based on multiple sources of information and will never be based on a single assessment, such as a test score or a single observation.

P - 1.7
We shall strive to build individual relationships with each child, they can individualize adaptations and teaching strategies, learning environments, and curricula, and consultant with the family so that each child benefits from the program. If after such effort has been exhausted, the current placement is not the child needs, for the child is seriously jeopardizes the ability of other children to benefit from the program, we shall collaborate with the child's family and appropriate specialist to determine additional services needed and/or the placement option (s) for likely to ensure the child's effect. (Aspect of will they not apply partner that have a lawful mandate to provide Services to a particular population of children.)

P - 1.8
We shall be familiar with the risk factors for acceptance of child abuse and neglect, including physical, sexual, verbal, and emotional abuse and physical, emotional, educational, and medical class. We shall know and follow state laws and community procedures that protect children against abuse and neglect.

P - 1.9
When we have cause a suspect abuse or neglect, we shall report it to the appropriate community authority and follow up to ensure that appropriate action taken. What appropriate, parents or guardians will be informed that the referral will be and/or has been made.

P - 1.10
When another person tells us of his or her suspicion that a child is being abused or neglected, we shall as this that person and taking appropriate action in order to protect the child.

P - 1.11
When we become aware of a practice or situation that endangers the health, safety, or well-being of children, yet the ethical responsibility to protect children or inform parents and/or others can.

Pg. 10
The National Association for the Education of Young Children (NAEYC) (1996) recommends that teachers of young children "encourage and assist all parents in becoming knowledgeable about the cognitive value for children of knowing more than one language and provide them with strategies to support, maintain, and preserve home-language learning." Early childhood teachers must "honor and support" families in order to recognize the value of each of their cultural values and traditions.

Pg 51-52
Guidelines from the National Association for the Education of Young Children (NAEYC) for early childhood program accreditation provide specific ideas for application that are based on the research evidence. Criteria from the accreditation guidelines compiled by the National Academy of Early Childhood Programs that relate to the "Families" program standard and to diversity are:
•New and existing program staff members develop skills and knowledge to work effectively with diverse families as a part of orientation and ongoing staff development.
•Program staff uses a variety of formal and informal strategies (including conversations) to become acquainted with and learn from families about their family structure, their preferred child-rearing practices, and their socioeconomic, linguistic, racial, religious, and cultural backgrounds.
•To better understand the cultural backgrounds of children, families, and the community, program staff (as a part of program activities or as individuals) participates in community cultural events, concerts, storytelling activities, or other events and performances geared to children and their families.
•Program staff ensures that all families—regardless of family structure, socioeconomic, racial, religious, and cultural backgrounds, gender, abilities, or preferred language—are included in all aspects of the program, including volunteer opportunities. These opportunities consider families' interests and skills and the needs of program staff.
•Program staff uses a variety of mechanisms, such as family conferences or home visits, to promote dialogue with families. Program staff asks adults to translate or interpret communications as needed.
•The program compiles and provides information about the program to families in a language the family can understand. This information includes program policies and operating procedures.
Accreditation guidelines that relate to community relationships and diversity program standard are:
•Program staff is familiar with family support services and specialized consultants who are able to provide culturally and linguistically appropriate services. Staff uses this knowledge to suggest and guide families to these services as appropriate.
Program staff connects with and uses the community's urban, suburban, rural, or tribal cultural resources.
The early childhood professional "recognizes that those who work with young children face many daily decisions that have moral and ethical implications. The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education".
Three of the seven core values of this code relate specifically to family diversity:
•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.
In addition to the seven broad categories defined as core values, the Code of Ethical Conduct also includes ideals and principles. It is intended that the ideals reflect the aspirations or desired outcomes of ethical practice, whereas principles are statements to guide ethical conduct.
The following ethical ideals are particularly related to working with diverse families:
•To develop relationships of mutual trust and create partnerships with the families we serve.
•To welcome all family members and encourage them to participate in the program.
•To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs.
Ethical principles that are especially relevant to working with diverse families include: •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, 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.)
•We shall make every effort to communicate effectively with all families in a language that they understand.
•We shall use community resources for translation and interpretation when we do not have sufficient resources in our own programs.

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