Teacher’s Perceptions of Children’s Behavior

Early childhood teachers play a critical role in nurturing and guiding young children to reach their developmental milestones, including their behavior. Our attitudes towards children’s behavior can significantly impact classroom dynamics, interactions with students, and children’s social and emotional growth. This chapter explores the diverse attitudes early childhood teachers may have towards children’s behavior, examining their implications and providing insights into effective classroom management strategies.

Ethical considerations are crucial in shaping teachers’ responses towards children’s behavior. The National Association for the Education of Young Children (NAEYC) emphasizes the ethical responsibility of early childhood educators to create safe, nurturing, and respectful environments conducive to children’s learning and development (NAEYC, 2019). Understanding these ethical responsibilities guides teachers in maintaining professionalism, upholding children’s rights, and fostering positive behavior guidance practices. The NAEYC Code of Ethical Conduct and Statement of Commitment,  provide the principles and ideals on how to handle ethical dilemmas that early childhood teachers may encounter in the classroom. Let’s examine the Statement of Commitment:

STATEMENT OF COMMITMENT FROM THE NAEYC CODE OF ETHICAL CONDUCT*

As an individual who works with young children, I commit myself to furthering the values of early childhood education as they are reflected in the ideals and principles of the NAEYC Code of Ethical Conduct.

To the best of my ability I will:

• Never harm children.
• Ensure that programs for young children are based on current knowledge and research of child development and early childhood education.
• Respect and support families in their task of nurturing children.
• Respect colleagues in early childhood care and education and support them in maintaining the NAEYC Code of Ethical Conduct.
• Serve as an advocate for children, their families, and their teachers in community and society.
• Stay informed of and maintain high standards of professional conduct.
• Engage in an ongoing process of self-reflection, realizing that personal characteristics, biases, and beliefs have an impact on children and families.
• Be open to new ideas and be willing to learn from the suggestions of others.
• Continue to learn, grow, and contribute as a professional.
• Honor the ideals and principles of the NAEYC Code of Ethical Conduct.

* This Statement of Commitment is not part of the Code but is a personal acknowledgment of the individual’s willingness to embrace the distinctive values and moral obligations of the field of early childhood care and education. It is recognition of the moral obligations that lead to an individual becoming part of the profession.^[1]

Let’s take a closer look at the first three statements; 1. Never harm children, 2. Ensure that programs for young children are based on current knowledge and research of child development and early childhood education, and 3. Respect and support families in their task of nurturing children.^[1] All of these involve taking an equity approach when engaging with the children (and their families) in your classroom. Take the time to get to know the children , their culture, and inquire from the caregiver’s parent’s ambitions for their child.

Consider how your personal attitude can impact you interact with the children and their families? Reflect on your family of origin and how that has helped to shape your culture.

• What connections can you make with the child/family?
• What connections can’t you make with the child/family?
• Do your religious or personal beliefs conflict with your ability to work with the children and families in the best possible manner?

Ethical and Moral Responsibilities of the Teacher to Families

If you have  a child (that has been gender identified as a boy by the caregivers) in your classroom that prefers playing with the dollhouse and kitchen areas during free playtime, would you steer the child towards the block area, science area, math area, or construction area? What if the child’s caregivers said they do not want their child playing in what they perceive as gender identified “girls area” or “homemaking areas” during the school day, what would you do?

If you had a child in your class that has same sex parents.