Running Head: ETHICAL FRAMEWORK
Ethical Framework
Kim Y. Bailey
Concordia University, St. Paul, ED 582-621
Robert J. Gehrke, M.Div.
December 19, 2013
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ETHICAL FRAMEWORK
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Ethical Framework
Whether we are educators or parents when we understand ourselves and the ethical codes
we can all learn to make ethical decisions. The decisions we make affect many others (e.g.
children, friends, family, peers, co-workers, neighbors, etc.). How can we be sure we are making
the most ethical decisions? Our actions and decision-making are a part of our own ethical views
based on our values and our beliefs.
Ethical Decision Making
Everyday decisions are made. The decisions we make can either be effective or
ineffective. However the end result is concluded; the decisions that are made are a reflection of
who we are. Dewey (1975) writes “there cannot be two set of ethical principles, one for life in
the school, and the other for life outside of school” (p. 7). It does not matter if we are in the
classroom or in our homes; our own personal ethical principles makes us who we are. To make
effective ethical decisions we can use Nash’s (2002) Three Moral Languages. The Three Moral
Languages includes background beliefs, moral character, and moral principle.
First Moral Language: Background Beliefs
The First Moral Language is the foundational language which is our background beliefs.
Taking the time to reflect upon your background gives you an opportunity to really understand
your behaviors or beliefs. Nash (2002) writes that “the most fundamental assumptions that guide
our perceptions about the nature of reality and what we experience as good or bad, right or
wrong, important or unimportant. I believe that these assumptions – what I refer to as
Background Beliefs- are the ultimate bases by which we make our ethical decisions” (p. 36).
Second Moral Language: Moral Character
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The Second Moral Language is the framework which pushes you to train yourself with
virtues. The virtues support who you are or who you are striving to become. When making an
ethical decision, reflect upon who you are. Nash (2002) writes “the paradigmatic Second
Language question to ask is not only “Is this the right thing to do” but “which decision has the
most integrity in terms of the kind of person I either perceive myself to be or am striving to
become?” (p. 63).
Third Moral Language: Moral Principle
The Third Moral Language is the moral principle. The moral principle is the general rules
and principles. Nash (2002) writes “The major purpose of the Moral Principle Framework is to
justify, or defend, an ethical decision based on a logical appeal to appropriate rules, principles,
and theories” (p. 115). There are questions that Nash provided for us to ask ourselves before
making a final decision called the Third Language Moral Brief. Nash (2002) writes “the goal of
the Third Language Brief is to ask simple, but essential, case-specific questions, as preliminary
to constructing a sound defense for taking a particular ethical action” (p. 117). When making
decisions at CAPRW Head Start it is vital to know and understand CAPRW Head Starts’ Code
of Conduct, NHSs’ Performance Standards and NAEYCs’ Code of Ethics. They provide us with
guidance and support in making ethical decisions. When making a decision and knowing the
guides can and will support your decision and action.
Understanding The Code Of Ethics
Using the National Head Start (NHS) Performance Standards, National Association for
the Education of Young Children (NAEYC) Positional Statement, and Community Action
Partnerships of Ramsey and Washington Counties (CAPRW) Employee Handbook, we can
better understand the code of ethics. Understanding the code of ethics from CAPRW, NHS, and
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NAEYC are important because these are used for guidance in CAPRW Head Start. These code
of ethics are needed to maintain the highest standards possible.
CAPRW Head Start is an educational program that works with young children. It is only
appropriate that when referring to these guides the most important guideline is to protect and
respect children. Head Start (n.d.) performance standards states “we, as early childhood
educators and caregivers, need to use respectful language whenever interacting with children. It
is vital that we never shame, insult, belittle, discourage, or label children, their feelings, decisions
they make, or actions they may choose” [regulation 45 CFR part 1304.21]. NAEYC Positional
Statement (as cited in Feeny & Freeman, 2013) states “above all, we shall not harm children. We
shall not participate in practices that are emotionally damaging, physically harmful,
disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has
precedence over all others in this code” (p. xviii). CAPRW (2006) Code of Ethics state
“Community Action employees are expected to protect the welfare of those who seek or utilize
Community Action services.” (p. 24).
Within CAPRW Head Start we are very diverse. The staff and families we serve
represent many different cultures and beliefs. A mutual respect is needed to provide the best
possible relationships. CAPRW (2006) states “we promote quality service to all we serve by
valuing the differences of cultural attitudes beliefs, and practices in our service methods and
thorough out our organization and its systems” (p. 3). The guidelines continue to state that
“Community Action prohibits discrimination and discriminatory harassment based on race,
color, religion, sex, age, national origin, disability, and other characteristics protected under
state, federal, or local law” (p. 6). This is very important because cultural awareness and
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competency is valued. It does not matter who you are or what you choose to believe in, you are
important.
Sharing The Information
To share the information learned about ethical decision making from this course it is
relevant that it cannot be learned from just reading a handout. When sharing this information, it
will and should be done at a family fun night or meeting. The handout will then be provided for
parents and staff to use. The handout itself will help support parents and staffs to understand
Nash’s (2002) Three Moral Languages. The handout also provides the Code of Ethics used
within CAPRW Head Start. Providing the Code of Ethics by CAPRW Head Start can also help
staff and parents understand what is important to the agency. Especially caring about children
and how children think. Nash (2002) states “I simply wish to reiterate my belief that good ethical
decision-making incorporates all three moral languages, including the increasingly popular
moral language of caring, which I would subsume under my Second Moral Language” (p. 147).
Conclusion
No matter who we are, we are always facing dilemmas and decisions that we have to
make. To make ethical decisions, we must understand the importance of the code of ethics and
the Three Moral Languages. When using the Three Moral Languages correctly and relate them to
the code of ethics, ethical decisions can be made and supported.
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References
CAPRW. (2006). Employee handbook. Retrieved from
https://secure.benergy.com/2GContent/pdfs/CustomResources/0_39066_288883.pdf
Dewey, J. (1975). Moral principles in education. Carbondale, IL: Southern Illinois University
Press.
Head Start (n.d.). Policy and regulation. Retrieved from
http://eclkc.ohs.acf.hhs.gov/hslc/standards
Feeny, S., & Freeman, N. (2013). Ethics and the early childhood educator: Using the NAEYC
code. Washington, DC: NAEYC.
Nash, R. J. (2002). Real world ethics. (2nd ed.). New York, NY: Teacher’s College Press
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