The Code Of Ethics In Early Childhood Education

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Every teacher has their own philosophy on teaching whether it’s recorded or not, their philosophy is reflected every day in the classroom (Arthur, 2012). By creating your own philosophy that focuses on your beliefs and values the opportunity to adjust and improve your teaching methods becomes achievable and easier because there is a clear vision on what you think is important. In order for early childhood educators to create a reasonable philosophy, knowledge about effective pedagogies and the responsibilities of a professional educator, is a must. It is also important to be aware and understand how young children learn and behave.
Early childhood centres are the first schooling environment for young children. A teachers ability to create a safe and encouraging learning environment strongly relies on the
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Australia’s Early Childhood Code of Ethics have eight sections to ensure that the professional and ethichal role of teachers are met with and that each child feels safe and cared for. Therefore, I believe that collaborative partnerships are essential in obtaining the code of ethics in early childhood settings in order to creates an inclusive class. Section II of the Code of Ethics focuses on the teachers’ interaction with families and highlights the importance of inclusion in order to share and learn from each other’s own knowledge. In particular, section II number 4 states to “develop partnerships with families and engage in shared decision making where appropriate” (ECA Code of Ethics - Early Childhood Australia, 2006). This further supports my belief that collaborative partnerships are paramount to young children’s

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