Case Study Code of Ethical Conduct and Standards of Practice
Case studies give meaning and context to the Code of Ethical Conduct and Standards of Practice. They transfer theoretical thinking into the realities, complexities, and ambiguities of professional practice. They highlight the dilemmas and emotional tension associated with professional decision-making and action. Analyzing a case encourages you to examine problem-focused issues from a variety of perspectives and to explore the implications of a range of decision-making options or solutions.
“Don’t let my son dress up as a girl!”
You are to analyze this case study about Mr. Jackson – the father of 4-year-old Victor-who insists his son not be permitted to play with clothes or accessories typically associated with girls and women. This issue involves a conflict between a request made by a family member and what the teacher believes is good practice.
The Situation:
Victor enjoys playing dress-up in the dramatic play area. He is a quiet and reserved child who usually follows other children’s lead. But when engaging in dramatic play, Victor’s leadership shines as he collaboratively creates scenarios with his classmates. He is particularly adept at playing characters such as firemen, princesses, bumblebees, and moms. One day Mr. Jackson, Victor’s father, who rarely comes to the center, arrives to pick up Victor and sees that he is in a pink princess costume. He curtly tells Marge, Victor’s teacher, that he does not want her to allow Victor to play in the dress-up area in the future. He then orders Victor to change, and they quickly leave, with Victor hanging his head. Marge is taken aback by Mr. Jackson’s behavior.
The center is devoted to fostering relationships with all of its families, and Marge has recently made great strides in attracting Victor’s family to potlucks and school workdays. The staff collectively believe that in addition to building children’s imaginations, dramatic play enhances their social communication skills and is an integral part of the learning process that gives children opportunities to develop abstract thinking, literacy, math, and social studies skills.
What should Marge, an ethical teacher, do?
The first question you should ask yourself is, “Does this issue concern right and wrong, rights and responsibilities, human welfare, or individuals’ best interests?” If you answer no to all of these questions, it is not an ethical issue, and you will have Marge address it as she would handle any workplace issue. If you answer yes to any of the areas, she is facing an ethical issue. You will need to decide whether the issue is an ethical responsibility or an ethical dilemma. Once you make that decision, you need to:
1) Describe the conflicting responsibilities
2) Brainstorm possible resolutions
3) Consider ethical finesse
4) Identify the ideals or principles within the NAYEC Code of Ethical Conduct that provides guidance
5) Decide on a justifiable course of action
Reference:
InTASC Standards 9 and 10
NAEYC: 6
Demonstrates knowledge of ethical standards related to early childhood education.
InTASC 9 and 10 NAEYC: 6
Demonstrates knowledge of and shows respect for various points of view in a variety of situations involving teachers, principals, children, families, and others. InTASC: 9 and 10 NAEYC: 2 and 6
Apply the principles and ideals in the NAEYC Code of Ethical Conduct to real-life situations. InTASC: 9 and 10 NAEYC: 6
Generate solutions to ethical issues using the NAEYC Code of Ethical Conduct
InTASC: 9 and 10 NAEYC: 6
Analyze consequences and repercussions of proposed solutions to all concerned parties. InTASC: 9 and 10 NAEYC: 2 and 6
