EDU-IECE-4~Students will identify and
practice professional work ethics.
EDU-IECE-4~Students will identify and practice professional work ethics.
Identify and use job-related child care terminology.
Demonstrate effective verbal, nonverbal, written, and electronic
communication skills to use with children, personnel, and
parents/guardians of children.
Demonstrate appropriate business and personal etiquette in the
Assess one’s attitude and performance.
Identify and demonstrate the behavior and social skills needed as a role
model for children.
Demonstrate knowledge of legal issues and liability as they relate to a
child care worker.
Review the NAEYC Code of Ethics.
Develop a professional resource file.
Organize and develop community resource information.
ACADEMIC STANDARDS~ELA11LSV1, ELA11C2, NFACS4.6, ELA11W3, SSEF5,
-What are values?
-How do values determine codes?
-What organizations establish codes?
-What are the codes of ethics for early
childhood and Georgia educators?
-What is expected of ECE professionals?
-What is NAEYC?
-What is the difference between values and
WORK ETHICS VOCABULARY
EDU-IECE-4~Students will identify and practice professional work
Child Development Associate (CDA)
NAEYC (National Association for the Education of Young
Code of Ethics
Child Development Associate (CDA) Credential-A national credential that requires
postsecondary courses in child care education and a minimum number of hours of child care
Ethics-A guiding set of moral principles, either those held personally or those determined
by a professional organization for its members.
NAEYC (National Association for the Education of Young Children)- One of the most
respected professional organizations for people who work with young children.
Etiquette- the conduct or procedure required by good breeding; observed in social or
Professionalism- the conduct, aims, or qualities that characterize or mark a profession or a
Codes- a system of principles or rules
Confidentiality-The keeping private of sensitive personal information involving other
Communication-to transmit information, thought, or feeling so that it is satisfactorily
received or understood
Character-moral excellence and firmness
Credential- warranting credit or confidence
Code of Ethics- a set of guidelines which are designed to set out acceptable behaviors for
members of a particular group, association, or profession.
Attitude- Outlook on life
Values- beliefs, feelings, and ideas about what is important
Goodness is the only investment that
- Henry David Thoreau
Morality, when vigorously alive, sees
farther than intellect.
- J.A. Froude
THE MIRACLE WORKER
Which can best provide you with what you want?
Dr. Charlie Smart: He will develop your common sense
Dr. Dorian Grey: A noted plastic surgeon, he can make and your intelligence to a level in excess of 150 I. Q. It
you look exactly as you want to look by means of a new will remain at this level through your lifetime.
painless technique. (He also uses hormones to alter
body structures and size!) Your ideal physical Rocky Fellah: Wealth will be yours, with guaranteed
appearance can be a reality schemes for earning millions within weeks.
Baron Von Barrons: A college placement and job Dwight K. DeGawl: This world famed leadership expert
placement expert. will never be lonely. A life filled with love will be yours.
The college or job of your choice, in the location of your Dr. Otto Carengy: You will be well liked by all and will
choice, will be yours! (He also provides immunity from never be lonely. A life filled with love will be yours.
the draft if you wish.)
Dr. Claire Voyant: All of your questions about the future
Jedediah Mehhuselah: Guarantees you long life (to the will be answered, continually, through the training of this
age of 200) with your aging process slowed down soothsayer.
proportionately. For example, at the age of 60 you will
look and feel like 20. Dr. Hinnah Self: Guarantees that you will have “self”
knowledge, “self” respect, and “self” confidence. True
Drs. Masters Johnson and Fanny Hill: Experts in the “self” assurance will be yours.
area of sexual relations, they guarantee that you will be
the perfect male or female, will enjoy sex and will bring Prof. Val U. Clear: With his help you will always know
pleasure to others. what you want, and you will be completely clear on all the
muddy issues of these confused days.
Dr. Yin Yang: An organism expert, he will provide you
with perfect health and protection from physical injury
throughout your life. CHOOSE A SECOND FIVE:
Dr. Knot Not Ginott: An expert in dealing with parents, 1.
he guarantees that you will never have any problems 1.
with your parents again. They will accept your values 2.
and your behavior. You will be free from control and
Stu Denpower: An expert on authority, he will make 4.
sure that you are never again bothered by the 5.
authorities. His services will make you immune from all 5.
control which you consider unfair by the school, the
police, and the government (the armed force included). THE FIVE LEAST DESIRABLE:
“Pop” Larity: He guarantees that you will have the 1.
friends you want now and in the future. You will find it
easy to approach those you like and they will find you 2.
Define the word value
What are values? Career Loyalty
When you value something, you Education Pleasure
Family life Popularity
Who and what have an influence on
your values? Freedom Religion
Give 10 examples of material/tangible Health Traditions
values (can be seen or touched)
Give 10 examples of
nonmaterial/nontangible values Intelligence Wealth
(cannot be seen or touched) Justice Wisdom
The world would be different if people
did not have values. If people did not
have values, what differences or
changes do you think would be visible
in our day-to-day lives?
Qualities, characteristic or ideas about which
we feel very strong.
Our values affect our decisions, goals and
They are standards to guide your actions,
judgments and attitudes.
They define what is of worth, what is
beneficial and what is harmful.
Values come from our homes,
school, society, friends, TV,
church, music, books, families,
Different people and things
influence you at different ages:
Ages 1-7: Parents
Ages 8-13: Teachers, Heroes
Ages 14-20: Peers
Ages 21+: Your values are established,
but you may test your values from
time to time.
Moral – What is right or
wrong; thoughts or codes by
which to live.
Aesthetic – Values that
reflect your feelings about
what has beauty in nature
and life. They reveal
appreciation for the way
things look, sound, feel,
taste and smell.
Material – Values that reflect
the possessions we own; the
things on which we spend
Once you have a job, it’s a good idea to still
think of yourself as the owner of your own
company, Me, Inc. To keep Me, Inc. running,
you need to please your customers, improve
your skills and build relationships with people
at work. In other words, you have to be an
excellent employee with a good work ethic.
Work ethic is a set of values based on hard
work and diligence. It is also a belief in the
moral benefit of work and its ability to
The values of hard work instilled in or held
by employees. For example, an employee
with a good work ethic would complete
projects and other tasks of a high quality,
and take pride in the quality of his or her
WHAT WOULD YOU CONSIDER ETHICAL ON A
JOB? UNETHICAL ON A JOB?
Work Ethics Productivity
• Work quickly, accurately and
• Strive for productivity, not just
Pride in Work activity.
• Take the initiative.
• Know the value of your contribution.
• Strive to be the best at whatever you
do. • Treat everyone with respect and
• View every job as an opportunity to
make • View the customer as vitally
Me, Inc. better and more successful.
• See problems as opportunities to gain
• Be at work on time.
• Don’t take days off unless necessary.
• Communicate often with your
• Be responsible when you can’t show up. supervisor, coworkers and other
• Don’t lie, cheat or steal. • Be assertive and respectful.
• Don’t cover for those who do. • Listen more than you speak.
• Follow company policies and rules. Followership
Attitude • Treat your supervisor with respect.
• Be positive and open to change. • Follow directions enthusiastically.
• Take responsibility for your feelings. • Make your supervisor look good.
• Focus on giving, not getting. Be a Good Team Player
Maximum Effort • Be discreet; don’t gossip or backstab.
• Leave your personal life at home. • Find the value in everyone’s
• Avoid too many breaks, calls, emails,
etc. • Focus on the common good, not
• Volunteer to do more and help others.
• Seek opportunities to learn more.
• Be open and willing.
• Ask for help and humbly accept the response.
• Follow a proven problem solving process.
• Involve others in problem solving.
• Practice and improve your creativity.
• Develop and maintain routines.
• Arrange work space and tools so that you
know where everything is all the time.
• Take notes so that you don’t have to
• Prioritize your tasks.
• Follow a daily to-do list.
• Keep track of appointments and work hours.
• Dress appropriately for your job.
• Use your best manners.
• Remember that your demeanor reflects on your employer.
PROFESSIONAL DRESS- FEMALES
PROFESSIONAL DRESS- MALES
In general, the “business uniform” for women that
would work in most corporate settings: In general, the “business uniform” for men that
• A two-piece, conservative pant- or skirt-suit is would work in most corporate settings:
• Think conservatively and keep your skirt knee- • A two-piece, conservative suit in a dark or
length; shorter skirts make it hard to sit gracefully charcoal gray color
and risk being a needless distraction for all parties
concerned. • A white or blue long-sleeve, button-
• Stick to closed-toe, moderate-heeled (1”-2”) down/dress shirt
• A coordinating necktie with a subtle
• Avoid boatloads of make-up and extremely long pattern
fingernails; nail polish (if worn) should be a neutral
color and be chip-free. • Dark socks—never white
• An interview is not the time to show off your
belly or the girth of your biceps; stay away from • Dark leather shoes, preferably black tie-up
anything very tight or short. style
• Wear minimal jewelry/piercings; let the sparkle • Minimal jewelry/piercings; let the sparkle
of your personality make you shine!
of your personality make you shine!
• Bring a professional bag/ or a nice portfolio-type
folder (leather or dark canvas). If you bring a • Bring a professional bag/briefcase or a
purse, keep it simple, uncluttered, and coordinated nice portfolio-type folder (leather or canvas
with your outfit.
Avoid Strong Fragrances. That is, skip the perfumes, colognes, and aftershaves. Interviews can
cause stress that may trigger perspiration, which can magnify scents. In a closed interview
room, the scent can become overpowering. Of course, wear deodorant or antiperspirant.
• Think Clean. You want to look pulled-together for your interview. That means clean nails,
showered, and good breath. Shined shoes and fresh clothes that are crisply ironed are
• Test-drive your interview wear. You want to feel comfortable during your interview. It’s a good
idea to “try out” your interview suit once or twice so you know how you feel in it while you’re
walking, sitting, and standing. A job interview is not the time for surprises like a gaping blouse,
a fitted skirt that lets you take only baby steps, or a too-tight collar.
• Keep any items that scream “Student!” at home! Backpacks, gigantic water bottles, and other
campus gear at the interview leave you looking uninformed about the professional workplace.
• Last-minute checks. Of course, you’ll want to arrive for your interview 10 minutes early and
plan to check in 5 minutes early. This will enable you time to step into a nearby restroom for a
last-minute check of how you look. You might want to bring a few “emergency” supplies that
can come in handy at this moment: a tissue, a small breath mint (especially for smokers or
coffee drinkers), a safety pin, and a small comb. Rinsing your hands under warm water and
drying them thoroughly right before the interview is a way to avoid the “clammy” handshake.
Remember, while you want to look professional and neat for your interview, dress for comfort and
confidence, as well. During the interview, you want to concentrate on selling yours skills, abilities, and
interest in doing the job, not on your clothes! Good luck at the interview!
Using the Clothing: Fabrics
and Construction textbook,
design ten outfits that are
considered to be
Amanda has been caring for four-year-old Jamie for the past six months.
While Jamie is a great kid, when things don’t go his way he gets really angry.
He throws things and can be destructive. It’s getting to the point that
Amanda feels she is ignoring the other children while trying to handle Jamie.
Amanda has been trying to be consistent in her discipline of Jamie, but she’s
starting to wonder if she should ask his parents to find another place for him.
What should Amanda do?
•In your own words, identify what you think is the main concern, issue, or
problem in this situation.
•To whom do you have responsibilities? Whom and what do you have to
consider in making a decision?
•What guidance can you find in this section of the Code of Ethics? What
specific items in the code are helpful in guiding your decision?
•What do you think an early childhood educator should do to best resolve
this situation? What action(s) should you take in resolving this situation?
Acode of ethics is a set of
guidelines which are
designed to set out
acceptable behaviors for
members of a particular
group, association, or
Question to Ask Yourself What the Answer Means
Is it legal? If it’s against the law, DON’T DO IT.
Even if your boss tells you to, the
Would I feel proud law may hold you responsible.
about it? If it makes you feel ashamed, if
your conscience tells you it’s
Would I like everyone wrong, DON’T DO IT.
to know it? If you would not want your
supervisor, coworkers, family,
Would it hurt friends, neighbors and associates to
know about it, DON’T DO IT.
someone unfairly? If it unjustly harms a person or an
What would happen if organization, either physically,
mentally or financially, DON’T DO
I didn’t decide? IT.
If not deciding could result in
harm, DO SOMETHING positive;
don’t just wait
Responsibilities to children Responsibilities to families
We shall not harm children We shall not deny family members access to child’s
classroom or program
We shall care for and educate children
We shall keep families informed of all aspects of
in positive emotional and social
We shall involve them in policy, when appropriate
We shall not participate in practices that
We shall involve the family in significant decisions
discriminate against children affecting their child
We shall involve all of those with We shall make every effort to communicate
relevant knowledge in decisions effectively
concerning a child We shall consider shared information
We shall use appropriate assessment We shall inform families about nature and purpose
systems of necessary assessments
We shall strive to ensure that decisions We shall keep information confidential
will be based on multiple sources of Families will be fully informed
information We shall not engage in or support exploitation of
We shall strive to build individual families
relationships with each child We shall develop written policies for protection of
We shall be familiar with risk factors for
and symptoms of child abuse and We shall maintain confidentiality; respect right to
neglect; we shall report such if
suspected We shall work openly
We shall report such practices and We shall be familiar with and refer families to
situations that endanger a child
We shall follow all program
Recognize the contributions of policies
colleagues to our program
We shall speak or act on behalf
We shall first let inform our co- of an organization only when
work of professional behavior authorized
and attempt to resolve matter
We shall not violate laws or
We shall exercise care in regulations designed to protect
expressing views regarding children and shall take
personal attributes or appropriate action when aware
professional conduct of such violations
We shall not participate in If we have concern’s about a
practices that discriminate colleague’s behavior, we shall
against a co-worker address it with that individual;
we shall report behavior if not
We shall inform administration
when we have a concern about
circumstances or conditions
Responsibilities to Employees
We shall draw upon education, training, experience, and expertise of
staff members in decisions concerning children and program
We shall provide staff members with safe and supportive working
We shall develop and maintain comprehensive written personnel policies
We shall inform employees whose performance does not meet program
expectations and assist in improving their performance
We shall conduct employee dismissals for just cause, in accordance with
all applicable laws and regulations
In making evaluations and recommendations, we shall make judgments
based on fact and relevant to the interests of children and programs
We shall make decisions based solely on a person’s competence,
accomplishment, ability, and preparation
We shall not discriminate
We shall maintain confidentiality in dealing with issues related to an
employees job performance and personal issues
We shall communicate openly and truthfully about the nature and extent of services that we provide
We shall apply for, accept, and work in positions for which we are personally well-suited and
We shall carefully check references and shall not hire or recommend employment for any person unsuited
for the position
We shall be objective and accurate in reporting knowledge upon which we base our program practices
We shall be knowledgeable about appropriate assessment strategies and interpret results accurately
We shall be familiar with laws and regulations that serve to protect the children in our programs
We shall have an ethical responsibility to protect children or inform parents and/or others who can
We shall not participate in practices that are in violation of laws and regulations that protect children in
We shall report early childhood programs who are violating laws
We shall disclose the identity of a program that violates or requires its employees to violate this Code
We shall work to change practices that enact policies that do not benefit children
We shall report when a program is failing to meet its obligations and be vigilant in our follow-up
We shall work to improve a child protection agency that fails to provide adequate protection for abused
or neglected children
Standard 1: Criminal Acts - An educator should abide by federal, state, and local
laws and statutes. Unethical conduct includes but is not limited to the commission or
conviction of a felony or of any crime involving moral turpitude. As used herein,
conviction includes a finding or verdict of guilty, or a plea of nolo contendere,
regardless of whether an appeal of the conviction has been sought; a situation
where first offender treatment without adjudication of guilt pursuant to the charge
was granted; and a situation where an adjudication of guilt or sentence was
therwise withheld or not entered on the charge or the charge was otherwise
disposed of in a similar manner in any jurisdiction.
Standard 2: Abuse of Students - An educator should always maintain a professional
relationship with all students, both in and outside the classroom. Unethical conduct
includes but is not limited to:
1. committing any act of child abuse, including physical and verbal abuse;
2. committing any act of cruelty to children or any act of child endangerment;
3. committing or soliciting any unlawful sexual act;
4. engaging in harassing behavior on the basis of race, gender, sex, national origin,
religion or disability;
5. soliciting, encouraging, or consummating an inappropriate written, verbal, or physical
relationship with a student; and
6. furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a
student to consume alcohol, or illegal/unauthorized drugs.
Standard 3: Alcohol or Drugs - An educator should refrain
from the use of alcohol or illegal or unauthorized drugs
during the course of professional practice. Unethical
conduct includes but is not limited to:
1. being on school premises or at a school-related activity
involving students while under the influence of, possessing,
using, or consuming illegal or unauthorized drugs; and
2. being on school premises or at a school-related activity
involving students while documented as being under the
influence of, possessing, or consuming alcoholic beverages. A
school-related activity includes, but is not limited to, any
activity sponsored by the school or school system (booster
clubs, parent-teacher organizations, or any activity designed
to enhance the school curriculum i.e. Foreign Language
Standard 4: Misrepresentation or Falsification - An educator should
exemplify honesty and integrity in the course of professional practice.
Unethical conduct includes but is not limited to:
1. falsifying, misrepresenting, omitting or erroneously reporting
professional qualifications, criminal history, college or staff development
credit and/or degrees, academic award, and employment history when
applying for employment and/or certification or when recommending an
individual for employment, promotion, or certification;
2. falsifying, misrepresenting, omitting or erroneously reporting
information submitted to federal, state, and other governmental
3. falsifying, misrepresenting, omitting or erroneously reporting
information regarding the evaluation of students and/or personnel;
4. falsifying, misrepresenting, omitting or erroneously reporting reasons
for absences or leaves; and
5. falsifying, misrepresenting, omitting or erroneously reporting
information submitted in the course of an official inquiry/investigation.
Standard 5: Public Funds and Property - An educator
entrusted with public funds and property should honor
that trust with a high level of honesty, accuracy, and
responsibility. Unethical conduct includes but is not
1. misusing public or school-related funds;
2. failing to account for funds collected from students or
3. submitting fraudulent requests for reimbursement of
expenses or for pay;
4. co-mingling public or school-related funds with personal
funds or checking accounts; and
5. using school property without the approval of the local
board of education/governing board.
Standard 6: Improper Remunerative Conduct - An educator should
maintain integrity with students, colleagues, parents, patrons, or
businesses when accepting gifts, gratuities, favors, and additional
compensation. Unethical conduct includes but is not limited to:
1. soliciting students or parents of students to purchase equipment,
supplies, or services from the educator or to participate in activities that
financially benefit the educator unless approved by the local board of
2. accepting gifts from vendors or potential vendors for personal use or gain
where there may be the appearance of a conflict of interest;
3. tutoring students assigned to the educator for remuneration unless
approved by the local board of education/governing board or
4. coaching, instructing, promoting athletic camps, summer leagues, etc.
that involves students in an educator’s school system and from whom the
educator receives remuneration unless approved by the local board of
education/governing board or the superintendent. These types of activities
must be in compliance with all rules and regulations of the Georgia High
Standard 9: Failure to Make a Required Report - An educator should file reports of a
breach of one or more of the standards in the Code of Ethics for Educators, child abuse
(O.C.G.A. §19-7-5), or any other required report. Unethical conduct includes but is not
1. failure to report all requested information on documents required by the Commission
when applying for or renewing any certificate with the Commission.
2. failure to make a required report of a violation of one or more standards of the Code of
Ethics for educators of which they have personal knowledge as soon as possible but no
later than ninety (90) days from the date the educator became aware of an alleged breach
unless the law or local procedures require reporting sooner.
3. failure to make a required report of any violation of state or federal law soon as
possible but no later than ninety (90) days from the date the educator became aware of an
alleged breach unless the law or local procedures require reporting sooner. These reports
include but are not limited to: murder, voluntary manslaughter, aggravated assault,
aggravated battery, kidnapping, any sexual offense, any sexual exploitation of a minor, any
offense involving a controlled substance and any abuse of a child if an educator has
reasonable cause to believe that a child has been abused.
Standard 10: Professional Conduct - An educator should demonstrate conduct that
follows generally recognized professional standards. Unethical conduct is any conduct
that impairs the certificate holder’s ability to function professionally in his or her
employment position or a pattern of behavior or conduct that is detrimental to the
health, welfare, discipline, or morals of students.
The Professional Standards Commission is authorized to suspend, revoke, or deny
certificates, to issue a reprimand or warning, or to monitor the educator’s conduct and
performance after an investigation is held and notice and opportunity for a hearing are
provided to the certificate holder. Any of the following grounds shall be considered cause
for disciplinary action against the holder of a certificate:
1. unethical conduct as outlined in The Code of Ethics for Educators, Standards 1-10
2. disciplinary action against a certificate in another state on grounds consistent with
those specified in the Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-6-.01);
3. order from a court of competent jurisdiction or a request from the Department of
Human Resources that the certificate should be suspended or the application for
certification should be denied for non-payment of child support
4. notification from the Georgia Higher Education Assistance Corporation that the
educator is in default and not in satisfactory repayment status on a student loan
guaranteed by the Georgia Higher Education Assistance Corporation (O.C.G.A. §20-3-295);
5. suspension or revocation of any professional license or certificate
6. violation of any other laws and rules applicable to the profession (
7. any other good and sufficient cause that renders an educator unfit for employment as
An individual whose certificate has been revoked, denied, or suspended may not serve as
a volunteer or be employed as an educator, paraprofessional, aide, substitute teacher or
in any other position during the period of his or her revocation, suspension or denial for a
violation of The Code of Ethics.
STATEMENT OF COMMITMENT
CODE OF ETHICS BROCHURE
Utilizing the following sites:
*RESPONSIBILITY TO FAMILY, CHILDREN,
Design a brochure that OUTLINE EACH STANDARD (10)
outlines the Georgia
Code of Ethics and the
NAEYC Code of Ethics.
You will be broken up into 4 groups of at least 6 students. Half of
the class will be assigned one case and the other half another.
There are three parts to this Process:
Research, Reenactment Production, and Reenactment
The first part is the research period. Everyone will be a researcher
for this period.
Each one of you will be assigned a different role in this research and
will address your research to the role you are playing. The roles
are: Judge, Lawyer, Juror, Bailiff, Court Reporter, Defendant,
Go to the following site to research your role:
See video “Going to Court”
During the preparation days before
During the preparation days before
the trial, lawyers should be:
the trial, witnesses should be:
Developing a solid argument for
trial Developing a statement
Finding evidence and Helping team to develop a solid
witnesses to support the case case
Developing questions for the Finding evidence and
witnesses witnesses to support the case
Developing an opening and Working on a close reading of the
closing argument scenario so as to stay in
character on the stand
Working on the team outline of
your case Working on the team outline of
Practicing interrogation with the
witnesses Practicing interrogation with the
Prepare cross-examinations for
the opposition’s witnesses
During a two-day school-sponsored conference,
Ms. Appleton, a Pre-K teacher, decided to visit
the hotel bar after completing her trainings for
the day. She is dressed very provocative. She
orders a drink at the bar and as she is seated
there, she notices the mother of one of her
students from her class whom she has had
several verbal run-ins with. Ms Appleton
discreetly leaves the bar. On Monday morning,
unbeknownst to the teacher, the parent has gone
to the principal to report this incident. Ms.
Appleton is called in and suspended until further
investigation citing that she violated Standards 3
and 10 of the Educator Code of Ethics.
During a basketball game, two students get in a
heated argument that leads to a physical
altercation. Mr. Pachino, teacher and assistant coach,
along with another teacher, pull the students apart.
As Mr. Pachino is holding the student, he begins to
complain about a pain in his arm. The students are
escorted out of the gym by security. On Monday
morning, Mr. Pachino is greeted by the principal who
informs him that one of the boys parents has filed
charges against him for assault. It appears that while
Mr. Pachino was restraining the young man, he broke
his arm. The student also stated that he had
knowledge that Mr. Pacino had been charged from a
previous school for extreme force on a student.
Throughout the duration of the investigation, Mr.
Pachino lost his job. He violated Standards 1 and 2 of
the Code of Ethics.