Early Childhood Education

Course Components

Ethics and Early Childhood Education

This module begins with an introduction to the education and care of young children in an early childhood setting. As a foundation, students discuss the concept of ethics and the principles and purpose of a code of ethics in their relationship to the values of individuals, and to situations.

The module continues by familiarising the students to the New Zealand Government Education (Early Childhood Centres) Regulations 1998. It is an introduction to legal requirements when caring for young children in an early childhood centre. They are to describe, explain its purpose and content, and identify possible consequences of non-compliance to the young child, caregiver and Centre Based early childhood service. The students are to interpret roles and responsibilities of management, licensee, persons responsible and other staff in relation to the Education (Early Childhood Centres) Regulations 1998.

They then proceed to interpret roles and responsibilities of relevant statutory agencies in relation to the Education (Early Childhood Centres) Regulations 1998; and interpret roles and responsibilities of management, licensee, persons responsible and other staff in relation to the Education (Early Childhood Centres) Regulations 1998.  This includes statutory agencies like: Ministry of Education; Education Review Office and Ministry of Health.

The students are then invited to explore ethical situations; reflecting on their own ethical values, to see situations from all parties’ perspectives and show an awareness of opportunities for personal improvement.

In their discussions on ethical situations in early childhood contexts, they are led to consider responsibilities of early childhood providers within the service, and explore possible sources of advice and support.  Their description of ethical situations should demonstrate knowledge of ethical values and ethical dilemma.

The students then move on to familiarise themselves with DOPs (Desirable Objectives and Practices). They are to be able to identify the co-relationship between Desirable Objectives and Practices and the delivery of quality learning and development opportunities for young children.

With that as an introduction to quality, the students are to describe the implementation of Desirable Objectives and Practices in a chartered early childhood (EC) service. Practical examples gained form practicum should be provided that demonstrate how DOPs can be used to guide practice. The descriptions need to include bi-cultural approaches in practice. Students will also be asked to reflect on how young children’s learning and development is developed with reference to the guidelines, procedures and practices in an ECE environment at centres.

This module closes with an examination of another relevant MOE document, the Education (Home-Based Care) Order, 1992 and amendments. It serves as an introduction to legal requirements when caring for young children in home-based care, and prepares those with the responsibility for arranging home-based education and care. The students are to examine its purpose, content and requirements. They will study the possible consequences of non-compliance, which includes possible consequences to the young child, caregiver and Home-Based early childhood service.

They will examine alongside the roles and responsibilities of relevant statutory agencies in relation to the Education (Home-Based Care) Order, 1992 and amendments; examples are - Ministry of Education; Education Review Office and the Ministry of Health.

Finally, they are to interpret roles and responsibilities of management and caregivers in relation to the Education (Home-Based Care) Order, 1992 and amendments. They are to reflect on the impact of the Education (Home- Based Care) Order, 1992 on their practice.