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Speaking the Truth

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... where you have traditionally celebrated virtually all holidays and birthdays ... program says that they do not want their children immunized on religious grounds ... – PowerPoint PPT presentation

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Title: Speaking the Truth


1
Speaking the Truth
  • and Acting Powerfully

2
  • First do no harm.

3
NAEYC Code of Ethical Conduct
  • P-4.6. We shall report the unethical or
    incompetent behavior of a colleague to a
    supervisor when informal resolution is not
    effective.
  • First, go directly to that person and discuss the
    matter with them then seek assistance from a
    supervisor

4
Code of Conduct
  • P-4.7. We shall be familiar with laws and
    regulations that serve to protect the children in
    our programs.
  • Stay current on legislation
  • Copies of state licensing standards must be
    readily available to those charged with
    implementing those regulations

5
Code of Conduct
  • P-4.8. We shall not participate in practices
    which are in violation of laws and regulations
    that protect the children in our programs.
  • We are required by both ethics and legislation to
    comply with laws and regulations

6
Code of Conduct
  • P-4.9. When we have evidence that an early
    childhood program is violating laws or
    regulations protecting children, we shall report
    it to persons responsible for the program. If
    compliance is not accomplished within a
    reasonable time, we will report the violation to
    appropriate authorities who can be expected to
    remedy the situation.
  • First, attempt to work within and change the
    existing system
  • If no resolution is found, contact authorities

7
Code of Conduct
  • P-4.10. When we have evidence that an agency or a
    professional charged with providing services to
    children, families, or teachers is failing to
    meet its obligations, we acknowledge a collective
    ethical responsibility to report the problem to
    appropriate authorities or to the public.
  • You are protected for violations reported in good
    faith by a whistle blowers law

8
Code of Conduct
  • P-4.11. When a program violates or requires its
    employees to violate this Code, it is
    permissible, after fair assessment of the
    evidence, to disclose the identity of that
    program
  • You are not bound by confidentiality to an
    institution but to individuals, including
    children and families
  • unless maintaining confidentiality jeopardizes
    the welfare of the child
  • unless you are an employer, in which case you are
    bound to a certain degree by the confidentiality
    accorded to your employees, within the
    constraints of the law

9
Code of Conduct
  • All that it takes for evil to exist in the world
    is for good men to do nothing.

10
Diversity Issues What Do You Do?
  • A child reports that his parent has burned the
    cold out of him, and you discover rows of what
    appear to be burn marks on his back

11
Diversity Issues What Do You Do?
  • A child reports that her mother has burned the
    cold out of her by lighting a newspaper in her
    ear

12
Diversity Issues What Do You Do?
  • A family, who are are Jehovahs Witnesses, want
    to enroll their children in your child care
    program, where you have traditionally celebrated
    virtually all holidays and birthdays

13
Diversity Issues What Do You Do?
  • A family interested in your program says that
    they do not want their children immunized on
    religious grounds

14
Diversity Issues What Do You Do?
  • A newly enrolled child in your program presents
    with a high lead screening score. You advise the
    parents about the need for chelation treatment,
    but the parents say that they have no money to
    for it, ignore your recommendation that they go
    to the Board of Health for help, and do nothing

15
Diversity Issues What Do You Do?
  • The family of a preschool aged child, who are new
    immigrants to this country, requests that you
    serve only warm milk to their child because he
    has a cold

16
Diversity Issues What Do You Do?
  • The family of a child with special needs in your
    program, informs you that they have put a DNR (Do
    Not Resuscitate) order on their child, who is
    medically fragile

17
Our Past, Present Future How Much Do We Tell
Children?
  • Depends on
  • Age/stage/maturity of children
  • Goals and objectives of lessons
  • Preparation
  • Consider long-range implications of distorted
    views on history
  • Remember that, History is told by the victors.
  • With young children, do not dwell too much on
    injustices
  • Temper according to developmental needs, so that
    children are not overwhelmed with distorted,
    negative, or positive viewpoints

18
Why Temper?
  • During the preoperational period, between ages 2
    to 7, young children become involved in
    increasingly more complex symbolic play. They are
    intuitive and engage in animism, attributing
    lifelike characteristics to non-living beings.
    Imaginative thinking and transductive reasoning,
    where cause and effect are erroneously attributed
    to unrelated variables, can sometimes get the
    best of them, triggering fears of the dark,
    monsters, and other unknowns over which they feel
    powerless.

19
The Best Country in the World
  • Are we truly, the best or relatively the
    best?
  • Is there no need for improvement?
  • Is it a competition?
  • Who do we anger and/or alienate when we make such
    a claim?
  • Can we claim to be great without claiming to be
    better than others?

20
Final Thoughts First Steps for New Beginnings
  • One of the most compelling arguments against
    multicultural education is the tendency to stress
    the differences between people
  • Provide balance by emphasizing equally the
    similarities amongst people

21
Between and Within Group Tensions
  • There can be as much diversity within groups as
    between groups
  • The same dynamics that cause tensions between
    groups can also be the source of tension within
    groups

22
Reducing Between Within Group Tensions
  • Ethnocentrism We internalize our own culture
    (race/religion/gender, etc.,) and that becomes
    the standard by which all other groups are judged
  • Assumption In order for our group to be the
    best, other groups must be wrong or worse, e.g.,
    Win/Lose
  • SOLUTION Emphasize that it is NOT a
    competition, that each group can be great and
    right, that no one group is better than any
    others, e.g., Win/Win

23
Reducing Between Within Group Tensions
  • Frustration-Aggression Scapegoating Blaming
    another group for ones own failures.
  • - Assumption If some can overcome adversity,
    so, too, can all others
  • SOLUTION Model taking responsibility for ones
    own part in successes and failures
  • Encourage children to take ownership of their
    parts in social disputes
  • Teach the language necessary for resolving social
    discord
  • Teach self-advocacy skills
  • Support efforts to advocate for the rights of
    others

24
Reducing Between Within Group Tensions
  • 3. Authoritarian Personality Inflexible, rigid
    personality type characterized by adherence and
    obedience to rules and authority, accompanied by
    fear of, and low tolerance for difference.
  • Assumption This is a personality trait that is
    inborn and inflexible to remediation
  • SOLUTION Fears are learned
  • Emphasize early exposure to and celebrations of
    human similarities and differences
  • Introduce to alternate notions of fairness based
    on need and flexible rule-making, including the
    notion of handicapping in golf, etc., in order
    to level the playing field for those at a
    disadvantage

25
Reducing Between Within Group Tensions
  • 4. Power Theory Competition and exploitation.
    Negative views of subordinate groups justify
    their unequal treatment and exploitation.
  • Assumption Accuracy of negative views and
    existence of natural pecking order
  • SOLUTION Emphasize cooperation rather than
    competition
  • Do not feed into discriminatory or prejudicial
    views
  • Remember that absolute power corrupts
    absolutely and empower those who demonstrate
    altruism do not condone those who take unfair
    advantage of others.

26
Avoid the Tourist Approach
  • To avert people feeling like foreigners when
    studying different cultures, incorporate
    diversity into daily routines with
  • Photographs of people from diverse groups
    decorating the environment
  • Dolls and other materials from diverse groups in
    dramatic play area and other learning centers
  • Multicultural games, songs, stories, etc.
  • Encourage family involvement
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