Case Study Analysis: Inclusivity, Privacy, and Ethical Standards

This case study examines the ethical and professional challenges faced by early childhood educators, focusing on inclusivity, privacy, and building relationships with families. The assignment analyzes a real-world scenario where staff members exhibit bias towards families based on funding status and discuss parents' personal information. The analysis explores the perspectives of the case writer (supervisor), an educator (Saba), and a family (Mr. and Mrs. Zaid), highlighting the impact of these issues on children and families. The case study further evaluates the case writer's professionalism, suggests steps for staff to promote inclusivity and sensitivity, and assesses the reflection of ethical standards. Finally, it offers advice to an RECE regarding handling parental schedule inquiries to avoid bias and maintain confidentiality. The case study aims to provide insights into ethical decision-making and promote best practices in early childhood education.

RUNNING HEAD- CASE STUDY 1
NAME OF THE STUDENT
NAME OF THE COLLEGE
COURSE NAME-
STUDENT ID-
TITLE- CASE STUDY
VALUING INCLUSIVITY AND PRIVACY

CASE STUDY 2
1. What are the key facts in this case?
The important facts that are being addressed in the following case study is related to
the early childhood development centres and the registered early childhood educators i.e.
RECE’s. The problem lies in how the staff members deal with the parents. The issue that has
bothered the coordinator the most is the staff members being biased with full payment and
partly funded parents and personal information about the parents can create a sense of bias in
the minds of the educator and the children.
2. Analyse the case from the perspectives of the case writer, Saba and Mr. and Mrs.
Zaid?
The case writer, Maggie, was the supervisor of the firm and she was worried about the
educators and other staff in the firm to treat children on a bias basis and collect personal
information of the kids which might affect the thinking and learning process of the children.
Saba, on the other hand had an emotional bias towards the parents who had to receive
funding so that they do not blame the system and this bias was clearly visible in her
comments. She was focused on the parents who received the subsidy.
Mr and Mrs. Zaid were basically concerned on their kid and his bond in the centre with
the staff and other kids. They did not wait for the subsidy to get passed for admission of their
child, Yusuf. Their concern was to be a good parent, be it in the eyes of the educators or the
child (Swick, 2003).
3. What are the main issues in this case? What impact these issues might have on the
children and the families in the centre?
The main issues discussed in the following case study are of bias between the families by
the staff members on various bases. The two bases which are highlighted here are- Saba is
more concerned about the subsidy of the Zaid family and this makes sure that the personal
information of children is being discussed by the staff and this might roll around with the
other staff (van Krieken Robson, 2019).
This issue might affect the children in the centre as the RECE’s will be having a pre
defined concern on some people and this will lead to bias amongst the students and the
parents might be insecure about their personal information being publicized amongst the staff
members of the centre.

CASE STUDY 3
4. In what ways and to what extent does the case writer fulfil, fall short or exceed your
expectations for professionalism? If applicable, to what extent do you think her
actions can be justified?
The case writer has used her professional thoughts in specifying the issues in her mind.
The concerns arising in the centre moved her because of her outlook on the mainstream ethics
and code of conduct that the RECE’s must carry inside the centre (Jeffress, 2017).
In a practical way, she could not act in the right way professionalism as being the
supervisor of the centre; she could have been stricter towards the staff members for not
discussing personal information with the parents and taking proper action in maintaining
ethical code in the centre.
5. Going forward, what are the some steps that staff could take to ensure that the centre’s
values about being inclusive, sensitive, and building responsive relationships with
families are effectively communicated?
The steps that can be taken by the staff members and the centre’s administration to ensure
a good communication process amongst them is to arrange parent teacher associations i.e.
PTA meetings in the school. Various workshops can be held for the parents in the centre to
help them with the handling of their children and teach them the right ways of helping their
child with the centre (Swick, 2003).
There can be playful sessions within the centres where the parents participate with their
children and also build relationship with the co- parents in the organisation which would help
them enhance comfort.
6. How are the ethical and professional standards reflected or not reflected through this
case?
Professional standards are reflected in the case described, by the presence of a supervisor
for coordinating the staff members as well as the parents. Concern shown by Maggie, the
supervisor, in Saba’s case and her comments show a professional outlook of the staff towards
their centre’s well being and maintenance of a warm relationship with the parents (Jeffress,
2017).

CASE STUDY 4
Ethical standards are not well explained in this case as the staff member; Saba has
developed a biased outlook towards the parents who come up with subsidy which creates a
difference between the children present there too.
7. The case writer wants to find out little information related to the asking of schedules
by the parents. What advice would you give to this RECE?
I would like to tell this RECE that it is very important for the supervisor to know how
many parents are being asked about their schedules and this might be discussed amongst the
other staff members. This will create a bias condition in the centre, so is important to be
addressed. The supervisor must discuss the issue with the staff members and maintain strict
rules for the following issue and also talk to the parents for assuring them and their children,
the required comfort in the centre.

CASE STUDY 5
References
Education.gov.au. (2019). Early Learning | Department of Education and
Training. [online] Available at: https://www.education.gov.au/early-
learning [Accessed 17 Apr. 2019].
Jeffress, M. (2017). Pedagogy. Taylor and Francis.
Swick, K. (2003). What Parents Seek in Relations with Early Childhood
Family Helpers. Early Childhood Education Journal, 31(3), pp.217-220.
van Krieken Robson, J. (2019). Participatory pedagogy for values
education in early childhood education. European Early Childhood
Education Research Journal, pp.1-12.