Working Ethically in Education: Confidentiality, Negligence, Reporting Abuse, Qualifications, Conflict Resolution, Diversity, and Parent Interaction

This article emphasizes the significance of ethical practices in the education sector, including confidentiality, negligence, reporting abuse, qualifications, conflict resolution, diversity, and parent interaction. It also cites relevant laws and regulations that mandate educators and caregivers to adhere to ethical standards.

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Working Ethically
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Working Ethically
Answer 1
In education care environments, confidentiality should always be kept. Children at times
reveal secrets of what they see at home and may share them to close caregivers or teachers.
It is moral and ethical to keep those secrets by not telling colleagues about them.
Negligence is also a contributing factor to the breach of care. It is the duty for teachers to
ensure that the learning environment is safe for children, (Carter, 2018, 37). For example, a
wet floor may be hazardous when children step on it and slide thus falling and sustaining
head or body injuries. Teachers should ensure that the floor is dry and there is no sharp
equipment. Not adhering to this leads to negligence.
Answer 2
Student progress is essential in the education sector for both teachers, parents and the
administration. Teachers are mandated to report at least twice a year on the child’s learning
progress. This should be a written reports and discussion between the parent and teacher
should be advocated for. It is mandatory for teachers and caregivers to provide a written
report about the learning curve of the child so that he or she can have a better
understanding of how the child learns. According to the Children and Young Persons Act
1998, teachers are obliged to report instances of abuse such as sexual assaults and physical
abuse, (Campbell- Barr, 2017, 46)

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Answer 3
a. Educators and caregivers must be qualified with certificate level 11 or diplomas so
that they can work in the education sector, (Soutto-Manning, 2017, 21). The National
Quality Framework thus stipulates that the educators should have good conduct and
a vision to transform the education sector
b. Notifications about changes to service should be provided such as changing the
provider’s name as per section 173(1)(a) and Section 174 for obligations to the
National Quality Framework
c. Records of all events, activities and agreements have to be kept for the purpose of
future use in case there are disputes or reference to them are needed.
Answer 4
a. In case of complaints, parties should be involved and heard. This may include
conflicts between educators and other members of staff over sharing of resources.
As such, a proper understanding should be created on when and who should use the
resources at particular times. Secondly, mediation can be used if conflicts arise,
(Vandenbroeck et al., 2017, 13). Escalations to such problems such as physical abuse
may lead to prosecution by reporting the perpetrator to legal authorities.
b. Resources should be shared equally, in case they are minimal, timetables should be
put in place so that conflicts do not arise. In serious conflicts that lead to injuries, it is
worth reporting the matter to authorities for the safety of children and colleagues.

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Answer 5
a. Confidentiality must be kept between clients and educators. Confidentiality
agreements should be signed between parties so that legal remedies can be pursued
if this is not kept
b. In diversity, educators of different ages and races should be hired whenever they
seek for job opportunities. This also applies to children from all backgrounds and
races. By adhering to this, discrimination will be avoided thus encouraging diversity.
c. Parents and their children should be freely interacted with by organizing events like
parents meetings and education days so that all clients interact and share issues
amongst them, the educators and the children.

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References
Vandenbroeck, M., De Vos, J., Fias, W., Olsson, L. M., Penn, H., Wastell, D., & White, S.
(2017). Constructions of neuroscience in early childhood education. Taylor & Francis.12 (1)
13
Souto-Manning, M. (2017). Is play a privilege or a right? And what’s our responsibility? On
the role of play for equity in early childhood education. 21
Carter, C. (Ed.). (2018). Successful dissertations: The complete guide for education, childhood
and early childhood studies students. Bloomsbury Publishing. (2), 37
Campbell-Barr, V. (2017). Quality early childhood education and care–the role of attitudes
and dispositions in professional development. Early Child Development and Care, 187(1), 45-
58.