Family Child Care Ethics

Part 1: Original code of ethics for your family by thinking about your family as an organization

Purpose

Raising children in a family and community is not an easy task since one faces many moral and ethical dilemmas towards decision making. Also, one should be mindful of changes in the knowledge base of early child care that have occurred over the last decade. Therefore, the guiding principle for the code formulation to the members is responsibility for identifying, developing, and fully utilizing knowledge and abilities for competent child care practices.

The Family ethical child Code offers guidelines for responsible behaviour and sets forth a common basis for resolving the principal ethical dilemmas encountered in early child care and up bring. It also aims to address, as much as possible, the psychological, spiritual, social, cultural, and biological needs of young siblings and their families.

Core Values

According to, Featherstone, et.al, (2014), inherent in this Code is the understanding that children learn within their family and community groups, bringing precious knowledge, a diversity of experiences and identities to their learning. Socio-cultural theories have moved the focus beyond individual children’s development to highlight the importance of social contexts to children’s learning and development. Early childhood care in the families and society ought to be spaces and places where practices such as responsive listening and dialogue can build connections and relationships which sustain and advance individual and collective wellbeing.

The core values in this code ethics involve around; creating and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions. Therefore, this can only be administered through working with families to provide a safe and smooth transition as children and families move from one program to the next

Training and Education

With the incorporation of Family life educators Code of Ethics and other online based website, each member will be required to participate in reviewing the formulated document for the family and also enhance his/her skills through online education. Family live education ensures there is enrichment enrich and improvement of the individual by providing knowledge and expertise needed for effective living.

The code instruction as of, Crosson-Tower, (2012), sets forth to fulfill four conceptual frameworks towards adequate child care. They include family child care relationship with the children, the child caregivers, educators and the community. Each section during training session will include an introduction to the primary responsibilities of the early child care practitioner in that context. The presentation is followed by a set of ideals that reflect excellent professional practice and by a set of principles describing practices that are required, prohibited, or permitted.

Mission Statement

As of, Featherstone, et.al, (2014), the mission of the code is striving to build individual relationships with each child; make individualized adaptations in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program. Through the documented code ethics and the training of the parents, interested parties and the caregivers, the child care will be well supported by maximum healthy growth which will determine future expectation. Families, therefore, should realize that they are the first-hand people to instill child caregiver and responsibility to maintain the code of conduct that play around the child growth.

Part 2: Thought process behind the code of ethics prepared

Key roles involved

Early childhood programs operate within the context of their immediate community made up of families and other institutions concerned with children’s welfare. The key functions in context to, Corey, et.al, (2014), of the three key stakeholders, are:

To be familiar with the risk factors for and symptoms of child abuse and neglect, including physical, sexual, verbal, and emotional abuse and physical, emotional, educational, and medical negligence.
Having a clear knowledge one can follow state laws and community procedures that protect children against abuse and neglect.
The other key roles include; using appropriate assessment systems, which include multiple sources of information.
To provide information on children’s learning and development, and to be familiar with the knowledge base related to working effectively with families and being stay informed through continuing education and training.

Strategies and thought used to formulate the code

Developing a successful family involvement code requires an in-depth understanding of each school’s unique needs, knowledge of best practices, careful planning, and community buy-in, and a commitment to the change process. The code was to involve all stakeholders including parents the program is intended to serve as well as adequate time for implementation. Planning for successful family involvement required selecting programs, activities, and strategies that are effective, targeted and appropriate to the site and participants.

The thought brought in is to have an understanding of each location’s family involvement needs, and a framework for defining actions taken to address these requirements. It also considers developing a logic model and needs assessment before undertaking family involvement activities.

Implementation and communication of the code to others in the organization

Involved teams should to where everyone reside, work or in strategic places should take an initiative to communicate of the essence of the code to help build the missions. Corey, et.al, (2014) Clarity and consistent communication, from mapping desired consequences to designing performance measures, seem to be essential to success. To ensure that the vision is shared, teams need to know that they can test the theory, voice opinions, challenge premises and suggest alternatives without fear of reprimand.

Monitoring the practice of ethical decision-making

In context to, Crosson-Tower,. (2012), Monitoring the training towards decision making will involve stakeholder’s feedback and child response behavior to the guided codes. This will enable one to make a proceeding decision that will lead to more success.

Laws that exist and have been enacted for resolving conflict, why do we also need a code of

Ethics?

Based on the constitutional authorize to protect and safeguard children and on its international obligations arising from ratifications of agreements on children’s rights, which have the status of domestic law upon ratification. One of the law evidence from many various countries is that of proper care of the child, child rights, good health, and education among others. However, a code of ethics is also of help as volunteerism strategy to make sure children grow up in the conducive environment.

References

Corey, G., Corey, M., Corey, C., & Callanan, P. (2014). Issues and Ethics in the Helping Professions with 2014 ACA Codes. Nelson Education.

Crosson-Tower, C. (2012). Exploring child welfare: A practice perspective. Pearson Higher Ed.

Featherstone, B., White, S., Morris, K., & White, S. (2014). Re-imagining Child Protection: Towards humane social work with families. Poli
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Posted on May 13, 2016Author TutorCategories Question, Questions