Here is a action plan that the human rights commission created between the years 2005 till 2010. It is in this action plan that I can see a reoccurring theme, this is that teachers, families, whānau and the community play a big part in children’s lives. Therefore, if these groups of people can communicate and form reciprocal relationships will we as early childhood teachers be able to help diminish poverty?
As early childhood teachers we have a moral and ethical responsibility to advocate for young children who find it hard or can not express themselves. When working at a centre, they have policies that instruct us as staff to discuss any concerns we may have about a child who might be being subjected to poverty. Ideas and thoughts should be shared with the head teacher or management before taking action. By doing this it allows us as the teacher to gain guidance and an understanding of what sort of help can be given to the family before we as the teacher takes action. In section 14 of the Children, Young Persons, and their Families Act 1989 it is stated that a child needs care and protection if “the child's or young person's development or physical or mental or emotional well-being is being, or is likely to be, impaired or neglected, and that impairment or neglect is, or is likely to be, serious and avoidable”. This legislation is informing us as teachers that if we notice or become suspicious that a child may be being subjected to poverty, it is our moral and ethical responsibility to protect the child and or the family. Similarly, Rogers (2003) suggests that “we need to address risk factors at both the micro-level (eg services and programs) and at the macro-level (ie whole-of-government responses)”. This suggests that as early childhood teachers it is our responsibility to help and give advice to families who are subjected to poverty.
Another implication for teachers is that we must treat everyone as equals no matter what their backgrounds may be. When looking through Te Whāriki (Ministry of Education, 1996) it is evident that this is an important aspect of our commitment to early childhood education. This not only goes for children but parents, family, whānau and the community. Te Whāriki (Ministry of Education, 1996) states that a early childhood setting should be like a home “…a secure and safe place where each member is entitled to respect and to the best of care…[C]children need to know that they are accepted for who they are… [T]they should also recognise that the early childhood education setting includes their whānau as part of their wider world” (p.54). Furthermore, this is evident in the early childhood code of ethics. It states the rights that children, parents, whānau and caregivers have. Rights such as being respected, nurtured, advocated for and personal circumstances are respected (Early Childhood Code of Ethics National Working Group, 1995)
Lastly, it is very important that we as teachers follow the Early Childhood Education Code of Ethics. When looking at the issue of poverty we as teachers must protect the child and their family of harm and discrimination. Furthermore, we as teachers must keep situations private and confidential. Lastly, it is important that all teachers working in a centre are aware of what policies, rules and procedures the centre has around the issue of poverty.
References
Children, Young Persons, and their Families Act 1989. (1989). Retrieved from http://www.legislation.govt.nz/act/public/1989/0024/latest/DLM149457.ht ml.
Early Childhood Code of Ethics National Working Group. (1995). Early Childhood Education Code of Ethics for Aotearoa/New Zealand. Wellington, New Zealand: Early Childhood Code of Ethics National Working Group.
Rogers, R. (2003). Homelessness and Early Childhood Research. Parity, 16(6), 5-7. Retrieved from http://library.eit.ac.nz:2294/search;rs=3;rec=10;action=showCompleteRec
Ministry of Education. (1996). Te Whāriki : He Whāriki Mātauranga mō ngā mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand: Learning Media.
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