Right to Child for Behavior Ethical Dilemma-myassignmenthelp.com

Question: Discuss about theRight to Child for Behavior Ethical Dilemma. Answer: Decision making and Behavior Ethical Dilemma Characteristics of the Dilemma The attributes of ethical dilemmas are situations where one has to make a choice when there are different options, but there are exist no perfect solution to the issue. Why the Situation is a Dilemma The ethical issue between Sai Munn and the educators is the dilemma of choice between options. There is an ethical decision-making dilemma in the instance where Sai is forced to do an action he hates and by swinging a block at the staff. This case is an ethical dilemma as the educator decision to force Sai to play cause anger which Sai solves by hiting on staff. Sai would have made a decision not to play at all which would have agitated the teacher. Instead, he resolves into hitting the teacher. Both the decisions made by Sai are wrong as none brings a perfect solution. Secondly, A dilemma is also evident with regard to decision making based on the behavior.The staff chooses an option of discriminating Sai by refusing to work with him as a punishment for the cost of his action whereas the low is against discrimination. Forcing Sai to play and discriminating upon him are illegal actions as per the law. The Group Resolution According to UNCRC, the child should be protected from anything that may cause harm to him or other people. The interest of a child and right to play should be respected, and no child should be discriminated against (Lundy,2007). The vice vasa happen in the case of Sai Munn as he is not protected from accessing harmful objects which he uses to hit the other staff. The educators should have solved the issue of Sai not listen to adult instructions by conducting counseling on the kid to find out his reasons. Secondly, the educators should ensure that any harmful substance that may be used by children to cause harm to them or others should be removed.Thirdly, the Professional considerations of the ECA code of ethics states the role and responsibility of early childhood professionals to be embedded on safeguarding the well-being of a child and ensuring that all the necessary needs are met ( Chin,2014). As a group, we advocate for the training of staff and counseling of children who refuses to play and on how to peacefully play with peers. Instead of forcing the kid into an action and discrimination on the kid due to his/her behavior. Educators should from an earlier age teach children skills that will be essential for them to their previous generations; this is because there are diverse forms of socialization both formally and formally which directly impacts on the skills a child is exposed to (Merrel Gimpell, 2014). For example, when a child is exposed to an aggressive environment he/she is more likely to be ambitious, social, hardworking and tolerant. Children who are exposed to conflict as a form of problem-solving are expected to be more violent in future ( Orlich et al., 2016). The UNCRC also advocates for voluntary participatory playrights of a child; this implies that children should not be forced to play games they don't wish to be a part. Instead, they can be taught on how to "play' and allowed to make decisions as per their interest (Nicholson et al., 2014). Educators should consider choosing other games that will involve the participation of all kids and encourage teamwork among children. Another way in which the educators can help Sai Munn change his behavior of not listening to adult in through appreciation and motivation. The educators should motivate and appreciate Sai and other children for positive things done, by doing this Sai will be encouraged to change his attitude and also learn from other kids. Rationale For The Resolution We discovered that most ethical dilemmas that occur among educators and children are more often non intentional as teachers usually make decisions based on what they believe is best' for the child. Besides empowering educators on the rights of the child and their roles as educators in ensuring the well-being of a child educators should be made aware of psychological factors influencing the behaviors of a child. Training and education of would help educators to understand the child needs and act to them appropriately entirely. Secondly, counseling of children allows educators discover the problems matter that promote certain negative attitudes in children and help in solving them by developing appropriate skills that will help children overcome their fears and focus on building skills that will help them later in their adult life. Psychological training also helps teachers to avoid any form of discrimination of a child in the form of punishing or reacting to a child's behavioral misco nduct. Forcing a child engagement in play activities demotivates a child desire to learn and make confident decisions from skills learned from the game. However, Encouraging voluntary decision making of a child on play activities prompt the development of high self-esteem, confidence and aggressiveness in children as they can acquire new skills and learn from others during play. Ethical considerations for the resolution Despite being talented and competent, children are sometimes vulnerable and unable to speak for themselves ( Newman Pollnitz, 2005). It is therefore unethical for an educator to discriminate on a child based on their behavior. As an alternative, the educator should, thus, work closely with the children's family purposely to understand values and systems of value acquisition which will promote ethical understanding of actions and behaviors of teachers when dealing with children and in avoiding discriminatory judgment. The westerner's belief on ethical conduct is based on understanding what is wrong to promote ethical and prevent the reoccurrence of further harm. Moral consideration among educators should be based on; recompensation for wrongs done, appreciation, maleficence, keeping promises, beneficence, and justice (Newman Pollnitz,2005). The ECA code of ethics bases its understanding of ethical considerations by expecting teachers to be the role model to children by avoiding harm such as discrimination on other children and recompensating for wrong ones through beneficience, justice and appreciation of work well done by children. Another ethical consideration that prompted us into resolving is the consideration of UNCRC documents which support a child rights to play and choice to decision making. Our group believes that forcing children to be paly may expose them to emotional torture; to avoid these children should be allowed to choose their game of interest through the guidance of their teachers. The ethical responsibility of the educator is to guide children into adapting these principals. Our decision on training teachers, on the other hand, was based on the NQS standards that advocate for national quality standards professional training of Kindergarten staff to enhance better understanding and management of child ren behavior (Barber et al., 2014). Training of teachers also equips them with ethical knowledge of solving problems, self-esteem issues and stress and depression among children. Right Based Considerations That Led To The Resolution Our rights-based considerations on the issue were entirely based on the UNCRC documents on the rights of the child which states the role of parents, teachers. Family and community in safeguarding the best interest of the child. We believe that all children have rights to express themselves in whatever way possible and it is the responsibility of the caregivers and teachers to guide children into the right ways. Unfortunately, most teachers lack proper knowledge on how to handle particular issue affecting children thus need extended training on child rights. Our foundation on teachers ethical conduct in resolving judgments on children was based on ECA code of ethics on teachers conduct which condones wrong assessment of children by educators but promote justice, motivation, equitable treatment and care for children thus forming the basis of protecting the best interest of a child (Boon,2011). Legal Considerations For The Resolution Given the legal standards shielding children from harmful treatment, we based our resolution on the NQS main quality areas that gained effect 1st October 2017 (NQF Changes, 2017). Health, safety and the physical environment of the child as paramount thus the need of advocating for child protection against any harm. Likewise, the UNCRC documents also support for the child welfare across all spheres. The NQS agreement is also concerned about educational programs, practice and staffing arrangements under which teachers should be equipped with sufficient training on children rights. Another legal factor we considered in making our decision was the relationship between educators and children whereby the law requires educators to maintain proper and equitable contact with children. Examining the relationship between Munn to peers and with an adult, we observed that: it is the legal responsibility of educators to help children building sensitive and responsive relationships with adults and their peers (Driskell,2017). Professional Considerations Professionally, the EYLF advocate for reciprocal respect among educators and children; mutual connection can never be achieved if children are not nurtured into diversity, equity, learning and reflection by their teachers (Krieg,2011).We resolved after observing the negative judgemental attitude of some staff on Munn after its misconduct. The UNCRC, NQS and ECA policies also share a common agenda on teachers ethical standards where teachers are discouraged from discriminating against children and campaigns for the use of appropriate measures in solving conflicts. School conflict resolution includes collaborative and partner relationship between teachers, children and the family (Webster-Stratton Bywater,2015 ). Ethical Dilemma Process Reflection Through the ethical dilemma in the case, I have learned that children should be nurtured into diversity through learning, reflection, and counseling. In my teaching practice, I discovered that teachers should learn to listen and understand children needs in enhancing the better relationship between them and children. Teachers should advocate for children rights by equipping themselves with various policies guiding their professional conduct and child's right protection. In enacting children rights, promotion educators should update their knowledge on children rights by attending continuous child rights seminars and conference and conducting research. Teachers can also advocate for children rights through counseling children, educating children on their rights and encouraging them to report any case they suspect to be manipulative to their rights. Children may at times fear reporting issues affecting their lives due to duress or threat; teachers should, therefore, provide a friendly e nvironment and create a rapport that will prompt children to participate in issues affecting them. Other ways of encouraging children participation in matters changing them is by introducing peer counseling activities and reflective composition writing and co-curriculum activities such as songs and poem writing that will enable children to express their feelings indirectly. Above all, educators should embrace confidentiality to promote informed participation of kids by opening on issues affecting them (Mayne et al.,2016). Breach of privacy may discourage children from opening up on issues affecting them. References Barber, H., Cohrssen, C., Church, A. (2014). Meeting the Australian national quality standards: A case study of the professional learning needs of early childhood educators.Australasian Journal of Early Childhood,39(4), 21. Boon, H. (2011). Raising the bar: Ethics education for quality teachers.Australian Journal of Teacher Education,36(7), 81. Chin, M. C. (2014).An Exploration of How The Beliefs and Self-Perceptions of Early Childhood Teachers Influence Their Classroom Practice(Doctoral dissertation),36 Driskell, D. (2017).Creating better cities with children and youth: A manual for participation. Routledge. Hall,63. Krieg, S. (2011). The early Australian years learning framework: learning what?. Contemporary Issues in Early Childhood,12(1), 51. Lundy, L. (2007). Voice'is not enough: conceptualizing Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal,33(6), 927 Mayne, F., Howitt, C., Rennie, L. (2016). Meaningful informed consent with young children: looking forward to an interactive narrative approach. Early Child Development and Care, 186(5), 683. Merrell, K. W., Gimpel, G. (2014).Social skills of children and adolescents: Conceptualization, assessment, treatment. Psychology Press, 95. Newman, L. Pollnitz, L. (2005). Understanding ethics. In Working with children and families: professional, legal and ethical issues (pp. 137). Frenchs Forest, NSW: Pearson Prentice Nicholson, J., Shimpi, P. M., Kurnik, J., Carducci, C., Jevgjovikj, M. (2014). Listening to children's perspectives on the play across the lifespan: Children's right to inform adults' discussions of the contemporary game. International Journal of Play,3(2), 141 NQF Changes. (2017). Acecqa.gov.au. Retrieved 9 October 2017, from https://acecqa.gov.au/nqf-changes Orlich, D. C., Harder, R. J., Trevisan, M. S., Brown, A. H., Miller, D. E. (2016).Teaching strategies: A guide to practical instruction. Cengage Learning. Sheffield).942. Webster-Stratton, C., Bywater, T. (2015). Incredible partnerships: parents and teachers working together to enhance outcomes for children through a multi-modal evidence-based programme. Journal of Children's Services,10(3), 209