One of the essential principles of the teacher’s work is avoiding bias and prejudices. Even though by adulthood, each person has a set of formed views and beliefs, they should not affect the work of a teacher. One of the main tasks in a teacher’s work is to prevent discrimination against children. Therefore, the teacher must “examine beliefs, attitudes, and actions that might deny any child unconditional respect” (Gordon & Browne, 2017, p.157). Moreover, equal respect for children can also serve educational purposes. The teacher is a role model for children, so it is essential to show models of social behavior and interaction by example.
Avoidance of prejudice in work is one of the critical points of the ethical code for the teacher. However, adhering to other ethical norms established by the teacher’s professional code is crucial. Regardless of the situation with children, parents, colleagues, or administration, the teacher must act not based on personal convictions but by standards. This approach will go a long way in avoiding ethical dilemmas and internal conflicts (Gordon & Browne, 2017). For example, teachers may sometimes treat children differently based on their likes. However, from an ethical point of view, such an attitude is unacceptable in working with children since it encourages inequality in the group.
Although the teacher should treat all children the same, it is crucial to consider the students’ characteristics and personalities. Sampling is one of the possible ways to observe the behavior of children, which helps better adjust teaching to each child’s needs. For example, event sampling helps the teacher to understand how each child behaves in a particular situation. It may help identify children’s behavior patterns during quarrels or disputes. Furthermore, event sampling is a practical way of observing as it helps to teach children from their own experiences. Within this teaching approach, children can immediately put what they have learned into practice.
Another critical point in early childhood education is the need for assessment. Child development assessment helps the teacher tailor the curriculum precisely to the needs of the children. Moreover, it allows parents to understand what their child is learning and how he is progressing. Proper evaluation can “support children’s learning” and adapt the program to the child’s needs. (Gordon & Browne, 2017, p.199). However, early childhood assessment should be objective and justified. Therefore, the topics of maintaining objectivity and preventing the interference of the teacher’s beliefs and judgments in the learning process are very interesting for further research.
Reference
Gordon, A. M., & Browne, K. W. (2017). Beginnings & Beyond: Foundations in Early Childhood Education (10th ed.). Cengage.