Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
CDFS-4910-001 Ethics in Early Care Learning Ethical Ideals and Principles to Support the ScenarioAfter the first month of school, Joy is clear that the collaboration is not going well. In her view, sh
CDFS-4910-001 Ethics in Early Care Learning
Ethical Ideals and Principles to Support the ScenarioAfter the first month of school, Joy is clear that the collaboration is not going well. In her view, she is not treated like a full partner in planning the daily program and has concerns about the way Terry teaches. Terry expects that they will teach from the unit plans she has always used in her classroom. Joy thinks that some of the topics could be taught in more engaging ways, but Terry doesn't update the materials or try to relate them to the needs or interests of the children in the group. Joy is also concerned about how Terry interacts with the children. She doesn't listen to the children, sometimes loses her temper and yells, and often shames children as a guidance technique. Terry often arrives at school late. She keeps her phone in her pocket and talks and sends text messages in the teachers' classroom work area while on duty. Joy does not know the nature of the calls, but they appear to be personal and unrelated to Terry's responsibilities at the center. When Terry is preoccupied with phone calls, Joy is left alone with the children. Joy is committed to providing high-quality educational experiences and she cannot work effectively in this situation. She meets with Terry to share ideas about curriculum and guidance and to discuss her concerns about having full responsibility for the classroom when Terry is late or on the phone. Terry seems to listen to Joy's concerns, but nothing changes. Moreover, after this discussion Joy learns that Terry has been gossiping about her with families and other staff members and has posted unfavorable remarks about her on Facebook. Halfway through the school year, Joy realizes that she needs help. She meets with the director, who assures her that Terry has taught in the school for a long time, is well liked by families, and is doing a good job. She tells Joy that, as a professional, Joy should be able to find ways to work things out with Terry. Joy is increasingly stressed and unhappy about the situation. She is thinking about quitting and finding a job in a more congenial program, but she does not want to give up. She has good relationships with the children, some of whom are very attached to her. Joy does not want them to feel abandoned, and she does not want to leave them behind with Terry.
- @
- 127 orders completed
- ANSWER
-
Tutor has posted answer for $20.00. See answer's preview
******* ****** *** ********** ** Support *** ****************** ** Children's Well-being and *************** of *** ***** childhood ********** ******** ***** ********** ** ******* children ** their *********** ***** ********* **** with * ********** *** sensitive *********** Joy describes ******** ************* ******** methods **** ** ***** including verbal ***** ******** **** ********* ******** ******** ****** children ***** **** techniques ** ignoring ***** ************* ***** ******* contradict *** *********** principle *** **** ********** The ********* ***** support ******* Joy ** ********* ****** ******** ************ **** ************* ******** practices that ******* student ***** and ******* ******** ******************** ** Maintain ************ ************** early education ************* ****** exhibit ******* ************** *** consistent **** ********** *** violations of ************ conduct ** ***** include persistent **** ******** personal ***** *** *** ****** conversation about *** **** actions **** ****** ********* ************ *** ***** *** educational standards ** *** ********* ******* professionalism defines Joy through *** ********** ** **** *** *********** *** *********** ******** directly while ******* ** settle disputes peacefullyCollaboration *** Respect Among ColleaguesDivisions ** ***** ********* ************ ****** ********* ********** ************ ************* ** **** children ******* ******* Joy implements **** standard ** ******** *********** **** ***** to ******** ********** ***** *********** ******* *** ************** divisions ***** ignores ***** ************ ***** while ******** **************** ***** ******* *** ********* ********** ****** to ***** effective ******** ********************** ** ******** ******** *** ImprovementTeaching ************* **** ******** ********** ** practice enhancement ******* **** ********** practices and ****** *********** ********** Joy ********* **** ******** by ********* ********* ****** before ********** with *** ****** ******** ******* her collaboration **** ***** **** ************** ***** ** unwilling ** **** professionally ******* her ******* ** ****** *** **** plans *** ****** ******** ******* **** ** not suit the *** ******** ********** *** ******* ********** ** ********* *** ********************* *** *************** in CommunicationSchool ********* need ** defend **** the privacy ****** and *** ******* ** staff ******* ******** *** ***** ******** The ******** ********** ** Terry ******** both *** dissemination of ******** ***** ***** *** ******* ******** and *** spread ** personal *********** among ********* *** ******* ******* ******* ****** ***** professional ***** *** degrade *** ***** levels that ****** exist ***** ****** community ******* *** **** environment requires ******* and ********** ********* ******* ********** ************ communication ******************** to ******** and ******* ************************** ****** of early ********* practitioners require them ** intervene when ******** experience *********** ****** ** risked ********** Joy ****** **** *** centre ******** ******* *** ******* ********* ** advocacy *** ******* *** all ******** attending *** ****** Terry's behaviour ******* ******* ********** ** *** classroom which she *********** *** ******** ** ******* ethical steps to ******* *** ******** ****** ** ******* ***** and ********** ********* **** ******** on ******* ********** ******* ** ********** ***** ******* ********
