Social and Emotional Development in Children


Module 1 Discussion
Using the NAEYC Code of Ethics (Links to an external site.)Links to an external site. (Appendix A in your text) and the Code of Ethics and Standard

Practices for Texas Educators to support your ideas, discuss the ethical way to solve the tough problem described below. To receive full points for

this discussion topic, you should post a thorough response to the topic which includes citing at least 2 principles from the NAEYC Code of Ethics and at

least 1 principle from the Texas Code of Ethics (see link above) to support your views.
It happens anywhere you find toddlers. Inevitably, you will have to tell a parent that her child has been bitten by another child. This time, it’s on

the face. It broke the skin, and it’s the fourth time this week! The parent is furious. She demands to know if it is the same child who has bitten each

time and exactly who is doing the biting. Your center’s policy is not to discuss a child’s behavior and development with other children’s parents. The

parent thinks that’s ridiculous, and, besides, she thinks she already knows who did it.
Parents’ viewpoint: The parents are very concerned about their child’s safety and emotional well-being. They are especially upset because they see no

improvement in the situation. They believe that the other child’s parents should control him or her better—or leave the center. “Why should the well-

behaved children suffer?” they ask. It is not easy to believe, they feel, that the director really respects parents’ rights, from the way everyone

handled this serious safety matter.
Teacher’s viewpoint: The teacher is frustrated. For weeks now he has been working with the biter’s parents and with other teachers to control the

biting. There is no easy answer, but everyone seems to turn to him to solve this problem. He feels blamed, belittled, and unappreciated. And, to make

matters worse, he isn’t 100% certain that the complaining parents are wrong.
Director’s viewpoint: The director understands how upsetting biting is for everyone—the biter, the bitten, and their families. She firmly believes that

the center is responsible for managing behavior in the group. However, it is also important to partner with all parents. While there is no totally

satisfactory solution, teachers and both sets of parents must work as a team if there is to be any progress. The director believes that her job is to

uphold the policy of child and family privacy, while promoting home-center partnerships. (This excerpt is taken from Using NAEYC’s Code of Ethics in

Young Children, January, 1997, p. 54.)


Link to NAEYC Code of Ethics


Effective 11/22/10
I. Professional Ethical Conduct, Practices and Performance.
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive
practices regarding official policies of the school district, educational institution, educator preparation
program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its
certification process.
Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel,
property or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay.
Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan
Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair
professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of
gifts or tokens offered and accepted openly from students, parents of students or other persons or
organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7. The educator shall comply with state regulations, written local school board policies and
other state and federal laws.
Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the
basis of professional qualifications.
Standard 1.9. The educator shall not make threats of violence against school district employees, school
board members, students or parents of students.
Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy
to instruct or supervise the youth of this state.
Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his
or her prior employment, criminal history, and/or disciplinary record when applying for subsequent
Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances
and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school
activities when students are present.II. Ethical Conduct Toward Professional Colleagues.
Standard 2.1. The educator shall not reveal confidential health or personnel information concerning
colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements
about a colleague or the school system.
Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws
regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or
citizenship rights and responsibilities.
Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race,
color, religion, national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to
influence professional decisions or colleagues.
Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the
SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
III. Ethical Conduct Toward Students.
Standard 3.1. The educator shall not reveal confidential information concerning students unless
disclosure serves lawful professional purposes or is required by law.
Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student
or minor in a manner that adversely affects or endangers the learning, physical health, mental health or
safety of the student or minor.
Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts
regarding a student.
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to
a student, or grant an advantage to a student on the basis of race, color, gender, disability, national
origin, religion, family status, or sexual orientation.
Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical
mistreatment, neglect, or abuse of a student or minor.
Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with
a student or minor.
Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under
21 years of age or knowingly allow any person under 21 years of age to consume alcohol or illegal /
unauthorized drugs in the presence of the educator.
Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and
boundaries based on a reasonably prudent educator standard.Standard 3.9. The educator shall refrain from inappropriate communication with a student or

including, but not limited to, electronic communication such as cell phone, text messaging, email,
instant messaging, blogging, or other social network communication. Factors that may be considered in
assessing whether the communication is inappropriate include, but are not limited to:
(i) The nature, purpose, timing, and amount of the communication;
(ii) The subject matter of the communication;
(iii) Whether the communication was made openly or the educator attempted to conceal the
(iv) Whether the communication could be reasonably interpreted as soliciting sexual contact or a
romantic relationship;
(v) Whether the communication was sexually explicit; and
(vi) Whether the communication involved discussion(s) of the physical or sexual attractiveness or the
sexual history, activities, preferences, or fantasies of either the educator or the student.