Reflective Essay on an Ethical Dilemma

The assignment content outlines the criteria for marking reflective essays on ethical dilemmas in early childhood education. The criteria cover five key areas: demonstrated understanding of the nature of an ethical dilemma, appropriate choice and application of information from key documents, substantiated rationale for resolving the dilemma, evaluative reflection on the process of working through the dilemma, and the assignment's coherence, writing style, and referencing according to APA guidelines.

My groups ethical dilemma that we have discussed is between the educators
refusing to work with Sai Munn, the responsibility to care for Sai Munn at the
Centre while thinking of the safety of other children and staff, and how to
discuss the issue with the family and determine the actions required to resolve
the issue.
An Ethical dilemma is the behaviour of an individual or group that is either
good, right, fair and just. Ethical dilemma is about what someone should do.
Ethics is at the heart of every day practice in children’s services. Dahlberg and
Moss (2005) (as cited in Kidder, 1995, p. 13) Ethical thinking is about
addressing 'tough choices through energetic self-reflection' (Kidder, 1995, p.
13). According to Gellerman, Frankel and Ladenson (1990), Ethics are the
'standards of behavior grounded in values' these standards fall into the four
main areas of moral rules, ideals, principles and guidelines'.
An ethical dilemma is when a situation comes to light and causes an individual
or group to question how he/she/they should react towards a certain situation
and how they should make an informed decision on what they believe is right
or wrong. Characteristics of an Ethical Dilemma are Beneficences is the act of
good and kindness as an educator this should be shown everyday even in the
situation with Sai Munn frustration outburst , Educators should have justice to
the discussions that were made when dealing with Sai Munn , autonomy which
is independence in making the right decisions linking with their knowledge and
experience when dealing with a child like Sai Munn and finally respect every
child including Sai Munn should be respected no matter what the circumstance
may be and never be refused the duty of care to be looked after.
The ethical dilemma in this situation comes from when Sai Munn has injured a
staff member in his frustration with not being able to finish his play. Newman,
L and Pollnitz, L suggest ethics and 'morals' allow us as humans to make
decisions everyday about what is right and what is wrong and conduct
ourselves appropriately to this (2005, p. 109) According to United Nations
Convention on the Rights of the Child (UNCRC )Article 12 when adults are
making discussions for the child the child has the right to say what they think
should happen and have their own opinions taken into account in this instance
instead of the educator forcing him to move inside and finish with the blocks
should of provided him with the opportunity to address what he wanted to do.
The ethically dilemma lies in with the educators refusing to work with
Sai Munn based on their own ethics that they should be protected from harm.
As should the other children at the center.

Another ethical dilemma may be for Sai Munn also could come from his
knowledge of his own sense of self as ethics may not be something he has
developed just yet, that he should be allowed to play, be and engage where he
likes. According to UNCRC Article 31 Children have to right to Leisure and play.
It also may suggest that the educators and families of Sai Munn ethics may
differ a lot with the child's home environment being different where he is able
to play and be engage where ever and whenever he wants to. Which is stated
in Article 31 children have the right to leisure and play.
Newman, L and Pollnitz, L also suggest that the decisions we make every day
are based on the principles of right and wrong (2005, p. 109), it was wrong of
Sai Munn to have used his emotional level in a way that hurt the educator but
as a result it is wrong for all of the Centre educators to stop working with him
this is not in the best interest of Sai Munn.
The Resolution for this scenario is establishing a behavior management plan
allowing educators to observe Sai Munn as he is known to struggle with
direction and provide him with extra support if needed.
Constant communication between the educators and family should be held
example monthly meetings and communication book which would allow them
to create an open communication between both parties.
An area in room developed that allows Sai free choice play where he is happy
and properly supervised. Sending staff on development day to be properly
educated about behavior management and how to deal with it in the case of
this happening again.
Looking at the Legal aspect of this scenario it is understood that no child
should be subjected to corporal punishment or any discipline that is
unreasonable to the circumstance (National Law: Sections 166-167, National
Regulations: 84,168) (ACECQA, 2017). As a response to the incident, the
educators are refusing to work with Sai which is a form of punishment and
infringing article 3 of the United Nations Convention on the Rights of the Child
which. is acting in the best interest of the child (UNCRC, 1989). Also looking at
Ethical theories care-based thinking is very important when thinking about this
dilemma with Sai Munn. All the educators should be providing Sai Munn with a
warm caring, nurturing environment. As this is not being met due to the
educators not willing to work with Sai Munn. As stated in Article 3 of the
UNCRC states the best benefit of the child should be the highest interest when

making decisions that will impact them (UNCRC, Article 3, 1989) Looking at the
professional considerations in the code of ethics states that in relation to
families, the educators must respect the rights of the parents to make
decisions about their child. In this case the educators had made a informed
discussion not to work with Sai Munn without notifying the parents. With all
this in mind coming up with the resolution was easy as the educators had a
lack of experience and knowledge which needed to be addressed when looking
after young children. Constant communications between both parties needed
to be upheld to build a positive relationship and a behavior plan needed to be
set in place to assure the safety of educators and other children and to assist
Sai Munn with his aggressive behavior.
Journal reflection
Throughout this looking at ethical dilemmas and the correct precaution
needed to be a decision is important as there are many aspects that need to
be looked at like the legal obligations, regulations, ethical theories just to
ensure that the child is provided with the best care possible and is following
the correct rights that children are obligated to have.
Through my role as the child it was difficult to put myself in the child’s and how
they may feel but in saying this it was interesting to really allow myself to fell
how the child may fell now when working with children.
During my experience as an educator I did not really think of the bigger picture
when ending a child’s play due to group time of lunch time but now with better
knowledge I will know what precautions to take to ensure the child is giving
the correct rights and I am following the proper regulations.
I thought Sai Munn was in the wrong. I saw him as child with behavior issues
being three he is at the age where he knows his wrongs from rights but after
looking into the situation I no longer believe he is at fault It is more the
educators and their lack in knowledge and experience.
With more experience looking into the rights of children I know have different
ways and a different philosophy to my teaching to ensure that children are
getting the right duty of care and giving them the rights they deserve as
children.

A turning point was me thinking because we are the educators we are to make
to discussions for the children but when you think about it children are
humans as well and they deserve to given a voice on what they want there is
nothing worse than being force to do something you did not want to.
Now with my practices I will allow children to make more discussions in order
to allow them grow independently into young adults. Looking at the right to
play children have the right to play and learn and as educators we should not
take this opportunity away from them as this is the time in their life where
they are able to make right and wrong discussions and grow from them and as
educators we are there to guide them through this path.
As an educator looking at my duty of care I need to be able to provide a safe
connecting environment for the children attending the service but also a safe
working environment for the employees in the service. Our duty of care is
“carers owe a duty of care to the children in their care” now looking at this
regulation I would change the way I deal with situations even with those
children that may be a little challenging. Providing those children with extra
attention and assistance will make a huge impact not only on them but on me as
an educator.

2b (40%): Reflective Essay on an Ethical Dilemma (1,800 words)
For this assessment task each student must write an essay that builds on the research and
thinking undertaken for the group discussion.
Essay Topic:
The ‘best interests of the child’ (article 3.1 UNCRC) is not always easy to identify
particularly in situations that present us with an ethical dilemma. Discuss your chosen
dilemma in relation to the children’s rights (as defined by UNCRC) and the determination of
children’s best interests. Provide a rationale for the resolution that your group reached and
explain the ethical, rights-based, legal and professional considerations that led to the
resolution.
In your essay make sure that you:
• Commence your essay identifying the dilemma you are addressing.
• Explain the characteristics of an ethical dilemma. Why is the siutuation you have been
discussing an ethical dilemma?
• Summarise the resolution the group reached.
• Explain the rationale for the resolution. What did you draw on to ensure that
children’s ‘best interests’ were a primary consideration (for example, relevant insights
from group discussion; the phases of the ethical response cycle; key documents - e.g.,
the UNCRC, ECA Code of Ethics, the NQS and EYLF- and readings from the
modules?
• Briefly reflect upon the process of working through the ethical dilemma. In this
reflection consider what you have learnt in regard to areas such as: your teaching
practice; advocating and enacting children's rights; and reconceptualising the child as
an informed participant in issues that affect them.
• Follow the conventions of writing an essay (i.e. introduction, body, conclusion).
Rationale
The second assignment provides you with an opportunity to consider the complexity of
determining the 'child's best interest'. Through group discussion you will be able to consider
different perspectives of the children and their rights and the ways in which rights may be
supported through legislation, policies and practice. In addition, you will be able to reflect on
the role of the educator as advocate for children in relation to their rights.

Marking criteria
EEP 417 Assessment 2 Part A: Ethical Dilemma Group Forum Discussion (20%)
Marking rubric
CRITERIA for
Assessment 2
Part A: Ethical
Dilemma
Group Forum
Discussion
(20%)
STANDARDS
You are awarded a group mark for the discussion (please see subject
outline for exceptions to this). You all have a role to play in making the
group work well.
Fail Pass Credit Distinction High
Distinction
Criterion 1
Regular and
timely
participation in
the required on-
line discussion
Student does
not
commence
participation
on time and
does not
contribute in
a regular and
timely
fashion. Less
than 8
postings are
made.
Regular
participation
with the
required
number of
contributions
(8) with
content that
addresses the
issue.
Regular
participation
with at least
the required
number (8)
of
thoughtful
contributions
. Responsive
to group
needs. Well
prepared.
Regular
participation
with at least
the required
number (8)
of
contributions
. Well
prepared.
Takes
initiative to
constructivel
y resolve
issues that
might be
disrupting
group
performance.
Regular
participation
with at least
the required
number (8)
of
contributions
. Thoroughly
prepared.
Takes the
initiative to
constructivel
y resolve
issues that
might be
disrupting
group
performance.
The group
operates well
as a team
and the
discussion is
very
interactive.

Criterion 2
Clear and
credible advocac
y of the
perspective of
the role
represented
(parent, staff,
teacher) and
thoughtful
responses to the
postings others
The views /
preferences
of the
student are
‘dressed up’
as the views
of another
party. Limite
d capacity to
see the
situation
from
another’s
perspective.
Minimal or
no
engagement
with the
postings of
others.
Ability to
describe the
situation
from the
imagined
view of the
role.
Postings
reveal an
understandin
g (if not
agreement)
with the
postings of
others in the
group.
Ability to
describe the
situation
from the
imagined
view of the
role and
effectively
advocate
their
perspective.
Postings
reveal an
understandin
g of the
postings of
others in the
group, and a
capacity to
search for
common
ground.
Ability to
effectively
advocate the
perspective
of the role
and clearly
identify
his/her
needs.
Postings
reveal an
understandin
g of other
perspectives
and
responsive
engagement
with
information
gathered
thought the
stages of the
ERC.
Actively
strives for
workable
solutions.
Effective
advocacy,
capacity to
build
common
ground,
authentic
negotiation
with other
group
members
utilising
relevant
information
as it comes
to
hand. Shifts
in individual
and group
‘thinking’
and the
reasons for
these are
identifiable
and credible.

Criterion 3
Appropriate
choice and
application of
information for
guidance from
key documents
(UNCRC,
ACECQA,
EYLF, ECA
Code of Ethics
and others if
appropriate)
Absence of
key
information
for guidance
from key
documents.
Reference
points are
vague, e.g,
the students
only refers to
ACECQA or
UNCRC,
rather than
specific
sections.
Appropriate
information
is chosen as
a reference
point.
A wide
range of
appropriate
information
is chosen as
a reference
point. Its
application
to the
situation is
clearly
explained.
A wide
range of
appropriate
information
is chosen as
a reference
point. Its
application
to the
situation is
clearly
explained
and applied.
A wide
range of
appropriate
information
is chosen as
a reference
point. Its
application
to the
situation is
clearly
explained
and applied.
Contribution
synthesises
differing
sources of
information
and can
explain
relevance to
the dilemma.
EEP 417 Assessment 2 Part B: Reflective Essay on an Ethical Dilemma (40%)
Marking rubric
CRITERIA
EEP 417
Assessment 2
Part B:
Reflective
Essay on an
Ethical
Dilemma
(40%)
STANDARDS
Fail Pass Credit Distinction High
Distinction

Criterion 1
Demonstrated
understanding
of the nature
of an ethical
dilemma
The term
‘ethical
dilemma’ not
explained.
The term
‘ethical
dilemma’
is clearly
defined
The term
‘ethical
dilemma’ is
clearly
defined, and
the student
demonstrates
a sound
understandin
g of its
ethical
dimension.
The term
‘ethical
dilemma’ is
clearly
defined, and
throughout the
essay the
student
demonstrates a
sound
understanding
of the ethical
dimensions of
the chosen
scenario and
explains the
nature of the
dilemmas
arising from it.
The term
‘ethical
dilemma’ is
clearly
defined,
throughout the
essay the
student
demonstrates a
sound
understanding
of the ethical
dimensions of
the chosen
scenario,
explains the
nature of the
dilemmas
arising from it
and effectively
articulates the
forms of
ethical
thinking
that contribute
to resolving
the dilemma.

Criterion 2
Appropriate
choice and
application of
information
for guidance
from key
documents
(UNCRC,
ACECQA,
ECA Code of
Ethics and
other
documents if
appropriate)
and
demonstrated
use of
Children’s
Rights as a
reference
point for
discussion
and decision
making
Absence of
key
information
for guidance
from key
documents
Reference
points are
vague, e.g,
the students
only refers to
ACECQA or
UNCRC,
rather than
specific
sections.
Appropriat
e
informatio
n is chosen
as a
reference
point and
applied.
A wide range
of
appropriate
information
is chosen as a
reference
point.
Its
application to
the situation
is clearly
explained and
appropriately
applied.
A wide range
of appropriate
information is
chosen as a
reference
point.
Its application
to the situation
is clearly
explained and
appropriately
applied. The
discussion
identifies the
demands that
different
sources of
information
might place
upon
dilemma.
A wide range
of appropriate
information is
chosen as a
reference
point.
Its application
to the situation
is clearly
explained and
appropriately
applied.
The discussion
identifies and
explains the
competing
outcomes that
different
sources of
information
place upon the
dilemma.

Criterion 3
Substantiated
rationale for
the resolution
of the
dilemma
The
resolution is
described
rather than
explained.
The
reasons for
the
resolution
are
credible
and clearly
explained.
The reasons
for the
resolution are
soundly
explained.
References to
key
documents,
the
perspectives
from the
group
discussion,
and the
ethical
response
cycle are
clearly linked
to the
rationale.
The reasons
for the
resolution are
soundly
explained.
References to
elements such
as key
documents,
the
perspectives
from the
group
discussion,
and the ethical
response cycle
are clearly
linked to the
rationale. The
use of
Children’s
Rights as a
reference
point for
decision
making is
evident
throughout the
assignment.
The reasons
for the
resolution are
thoroughly
explained. Key
documents, the
perspectives
from the group
discussion, the
ethical
response cycle
are synthesised
and clearly
linked to the
rationale. The
way in which
the best
interests of the
child was
determined is
clearly
explained.

Criterion 4
Evaluative
reflection on
the process of
working
through the
dilemma
There is little
or no attempt
to analyse
the group
process and
their role in
it, or
learning
from it.
Student
identifies
and
describes
significant
moments
in the
process.
There is
some
attempt to
relate the
events to
processes
of learning.
Student
describes
significant
moments in
the process,
and clearly
explains the
reason for
their
significance.
The student
begins to
consider
implications
for their
practices as
an early
childhood
educator.
Student
identifies a
range of
significant
moments in
the process,
and clearly
explains the
reason for
their
significance.
The student
analyses the
strengths and
weaknesses of
the process,
including their
own role
within it.
Implications
for future
practice are
teased out,
including
specific
strategies that
can be easily
implemented
at a personal
level.
The student
meets the
previous
criteria
identifies both
personal and
organisational
strategies to
enable better
negotiation
and decision
making.

Criterion 5
The
assignment is
coherent,
clearly
written and
referenced
according to
APA
Poor
organisation
of ideas,
difficulty in
following the
discussion,
frequent
spelling and
grammar
mistakes.
Information
is not
referenced
where
required
and /or
referencing
shows no
understandin
g of APA
style.
Content is
present and
is able to
be
followed.
Few
spelling
and
grammar
mistakes.
Sound
grammar and
spelling.
Content is
clear and
easy to
follow.
Additional
supporting
information
is supplied.
Very good
grammar and
spelling with
very good
sentence,
paragraph and
overall
structure.
Information
from a variety
of sources is
clearly
incorporated.
The discussion
is easy to
follow. Ideas,
information
and reflections
are effectively
interlinked.
Excellent
grammar and
spelling,
sentence,
paragraph and
overall
structure.
Information
from a variety
of sources is
clearly
incorporated,
interlinked and
applied.
Complex ideas
are clearly
explained.