As a Grade R teacher, you are bound by
professional ethics, and you may consider
issues that are different from those
considered by teachers at primary and high
school level. With this in mind, the National
Association for Education of Young
Children (NAEYC) has drawn up a code of
professional responsibilities of an early-years
teacher. The code is made up of four
sections, namely the teacher’s relationship
and work with children, families, colleagues,
and the community. Provide short
explanations of each of these sections.
1. Teacher's Relationship and Work with Children: This section outlines the responsibilities of an early-years teacher towards the children they teach, including providing a safe, nurturing, and inclusive learning environment, promoting the social and emotional development of each child, respecting their individual needs and cultural backgrounds, and using developmentally appropriate practices to enhance their learning.
2. Teacher's Relationship and Work with Families: In this section, the code emphasizes the importance of building positive and respectful relationships with the families of the children in their care. This includes communicating regularly and effectively with parents, involving them in their child's learning, and respecting their views and opinions about their child's education.
3. Teacher's Relationship and Work with Colleagues: This section highlights the importance of collaboration and teamwork among early-years teachers. This includes sharing knowledge and resources, supporting each other's professional development, and working together towards common goals to enhance the overall quality of early childhood education.
4. Teacher's Relationship and Work with the Community: The final section of the code focuses on the teacher's responsibilities towards the wider community, including advocating for the needs and rights of young children, building partnerships with community organizations, and supporting the development of policies and programs that promote high-quality early childhood education.
1. Teacher's Relationship and Work with Children: This section focuses on the teacher's responsibilities in building positive and nurturing relationships with young children. It emphasizes the importance of creating a safe and inclusive learning environment that promotes the social, emotional, cognitive, and physical development of each child. Teachers are encouraged to understand and respect children's individual needs, interests, and cultural backgrounds, and to provide appropriate guidance and support for their learning.
2. Teacher's Relationship and Work with Families: This section highlights the significance of developing and maintaining strong partnerships with families. Teachers are expected to collaborate with parents and guardians to understand and support each child's unique needs, strengths, and challenges. They should communicate effectively with families, sharing information about their child's progress, and involving them in decision-making processes related to their child's education. The goal is to create a strong home-school connection and ensure the well-being and success of each child.
3. Teacher's Relationship and Work with Colleagues: This section focuses on the importance of collaboration and cooperation among early years teachers and other professionals. Teachers are encouraged to work together, sharing knowledge, experiences, and resources to improve their teaching practices and enhance the learning outcomes for young children. They should maintain professional relationships, engage in reflective practice, and actively participate in professional development opportunities to enhance their skills and contribute to a supportive and inclusive learning community.
4. Teacher's Relationship and Work with the Community: This section emphasizes the role of early years teachers in engaging with the local community. Teachers are encouraged to build partnerships with community organizations and agencies that promote the well-being and development of young children. They should actively participate in community events, advocate for the rights and needs of young children, and contribute to initiatives that address social and educational challenges. By connecting the wider community to early years education, teachers can create more meaningful and inclusive learning experiences for children.