Case Study 7

Valuing Inclusivity and Privacy

Introduction

The case in this publication was written by a member of the

College of Early Childhood Educators. The case describes
a real experience in the professional practice of a registered
early childhood educator. It profiles a professional dilemma,
incorporates participants with multiple perspectives and
explores ethical complexities.

This case study may be used by members as Case-based professional learning encourages
a source for reflection and dialogue about RECEs to step back from the specifics
the practice of early childhood educators within of daily practice and analyze, in a more global
the framework of the Code of Ethics and way, the broader issues arising across their
Standards of Practice. profession. RECEs can reflect, question
assumptions and gain new insights into not only
Case studies give meaning and context their own practice, but also their profession.
to the Code of Ethics and Standards
of Practice. They transfer theoretical thinking Case studies assist RECEs to identify common
into the realities, complexities and ambiguities themes inherent to the rewards and challenges
of professional practice. They highlight the of working in the early childhood education
dilemmas and emotional tension associated sector. In this way, individual RECEs recognize
with professional decision-making and that what seemed to be personal or isolated
action. Analyzing a case encourages College incidents are often examples of the broader and
members to examine problem-focused fundamental dilemmas facing other early
issues from a variety of perspectives and childhood educators throughout the profession.
to explore the implications of a range of
decision-making options or solutions.

Case studies stimulate professional inquiry

and reflective practice. Discussing a case is
a shared professional learning experience
through which members gain an enhanced
understanding of their practice and their
broader professional community. College
members, while engaging in case reflection
and discussion, may also construct new
understandings and develop additional
strategies to enhance their practice.

College of Early Childhood Educators | Case Study 7: Valuing Inclusivity and Privacy
2
Enhancing Professional Practice
through Case Study Discussion

Explore the emotions Demonstrate how resolving

experienced by case participants a dilemma may present a variety
struggling with the ambiguities of options and a range
of professional practice of implications

Highlight dilemmas Illustrate the Acknowledge the

associated with complexities of tension and pressure
professional decision- professional practice points arising
making and actions in daily practice

Promote the growth Give meaning

of leadership skills and context to the
and the ability to Code of Ethics and
function as reflective Standards of Practice
practitioners Case Study
Discussion
Provide shared
learning experiences Encourage College
that move participants members to consider
toward an enhanced problem-focused
understanding of issues from a variety
their own practice of perspectives
and their professional Transfer theoretical
community thinking into
descriptions of
professional practice

Stimulate Facilitate
professional inquiry generalizations about
Assist College professional practice
members to move from
professional reflection
to problem-solving
in practice

College of Early Childhood Educators | Case Study 7: Valuing Inclusivity and Privacy
3
Valuing Inclusivity and Privacy
On a warm, sunny August morning, a young After Yusaf started the program his family was
family walked into the early learning and child pleased to see him adjusting well and developing
care centre. They asked one of the parent relationships with the educators at the centre.
volunteers, working with a child near the entrance Both Mr. and Mrs. Zaid commented on how much
doors, if there was space for their toddler Yusaf their son was learning and how happy he seemed
to attend the centre in September. The volunteer to be. “We are so fortunate to have found this
brought the family over to me and introduced centre and that Yusaf was able to be enrolled so
me as Maggie, the centre supervisor. quickly. We are very thankful.”

Mr. and Mrs. Zaid introduced themselves and their Two weeks later, Saba, the RECE in the toddler
young son, Yusaf. I welcomed them warmly and room, asked me if the county’s fee assistance
invited them into my office. I gave Yusaf a picture office had approved the Zaid family’s application.
book and some toys from the shelf. Yusaf smiled Apparently Saba had become aware that
and said. “Thank you for the toys.” paying full-fees was causing financial stress on
the family. I hesitated because this was not
information that I generally shared with staff.
Mr. Zaid explained that he and his wife “I have not received any notification from the
had just been accepted into the local county about fees,” I responded.
community college. “Classes will be starting
in two weeks,” he said with excitement. About six weeks later Saba said to me that it was
Mr. Zaid said that they had completed an great that Mr. and Mrs. Zaid had finally received
application for fee assistance with the county their fee assistance and that it was a huge burden
and were waiting for approval. In the off the young family’s shoulders. “I asked them
meantime, he and his wife would like Yusaf to bring in their college class schedule to help us
to start attending a child care program plan our beginning and end of the day schedule
as soon as possible. They were willing to for child-staff ratio purposes,” said Saba.
pay the regular fees until they heard
back from the county. Puzzled, I asked, “Do you ask all families for their
schedules?”

I confirmed that one spot had just become “No only subsidy families so that they don’t abuse
available and that Yusaf could start immediately. the system,” replied Saba.
“Would you like to see our program?” I asked.
I took the family on a tour of the centre and
explained the regular childcare fees in detail.

*The name of the early childhood educator who wrote the story is not provided. Names, locations, contexts and/or dilemmas presented
in the case have been modified for the purposes of confidentiality.

College of Early Childhood Educators | Case Study 7: Valuing Inclusivity and Privacy
4
I was very concerned about Saba’s comment. I assured Mrs. Zaid that, no, she did not have to
I felt Saba was discriminating between full fee provide their schedules to any member of staff
paying families and families who received fee at the centre and that the only time they would be
assistance. As supervisor, I didn’t recall receiving considered late is if they came after the centre
a correspondence from the county stating for closed.
how many hours per day any family had received
approval. I went back to my records to verify I put down the phone and had an unsettled feeling
the specifics of approval for the Zaid family and in my stomach. I felt that perhaps the centre’s
several other families receiving fee subsidies. philosophy wasn’t effectively being communicated
Applicants to the county were not required to and embraced by all staff. I also thought that the
provide any information about school, work centre’s values about being inclusive, sensitive
or personal schedules. and building responsive relationships with families
were being compromised. Did Saba actually
believe that families like Mr. and Mrs. Zaid would
I was confused about why Saba would make abuse the system and that it was the centre’s
a comment to the family about the beginning responsibility to ensure that this did not happen?
and end of the day. As a supervisor, I had
always staffed the program according to the Perhaps Saba didn’t realize the potential
number of children registered in each age implications that her attitude and comments might
group and the hours of centre operation. I had have for the children and their families, centre
also tried to be careful not to disclose to staff members and the trust that the community
the educators which families were receiving placed in the centre program. Did other staff
fee assistance. If families chose to share members share Saba’s view? How many families
that information with other staff, as sometimes had been asked for schedules? How could I find
happens, that was their decision. out? What could I do to rectify this misinformation
and, perhaps more importantly, any misperceptions
about the role of the centre?
The next morning Mrs. Zaid phoned me to ask,
“Is it mandatory to provide our class schedules?
More often than not we will have to stay after
class for study groups or need to complete
homework before we pick up Yusaf. But we don’t
want the educators to be mad at us for being
late.”

College of Early Childhood Educators | Case Study 7: Valuing Inclusivity and Privacy
5
Case Study Reflections
1. What are the key facts in this case?

The major key factors of this case are zaid and his family are glad with the childcare center as yusuf is learning
well. As well as writter is abit confused with the RECE's (SABA's) comment.

2. Analyze the case from the perspectives of the case writer, Saba and Mr. and Mrs. Zaid.
How do their perspectives differ?

The main perspective of writter is why saba is commenting on mr and mrs zaid fees issue and why she
is asking for that approval.He is going through the concept. Saba is trying to figure out the subsidy families
schedule and trying to go through which can help the planning of beginning and ending of day schedule
for child staff ratio purpose.Also she dont want subsidy families to abuse the system.Mr and Mrs Zaid got
a good center and their child can learn better.Their perspective differ as everyone is at different condition
as zaid family have their college work and maggie is a supervisor with various responsibilties.

3. What are the main issues in this case? What impact might these issues have on the children
and families of the centre?

The main issue is the subsidy issue fees families and sharing of schedule to the RECE. This may result
in discrimination of families with full fees, subsidies fees families.This may also affect zaid and her wife
in their study stuff.

4. In what ways and to what extent does the case writer fulfill, fall short of or exceed your expectations
for professionalism? If applicable, to what extent do you think her actions can be justified?

Written fullfilled the professionalism as he was concerned about the issues of racism which the familes
of center may face.Also he wants to keep the personal informations of zaid and her wife private.
Moreover he was concerned how saba knows application for the country from mr and mr zaid.

*The name of the early childhood educator who wrote the story is not provided. Names, locations, contexts and/or dilemmas presented
in the case have been modified for the purposes of confidentiality.

College of Early Childhood Educators | Case Study 7: Valuing Inclusivity and Privacy
6
5. Going forward, what are some steps that staff could take to ensure that the centre’s values
about being inclusive, sensitive, and building responsive relationships with families is affectively
communicated?

Staff members are expected to treat parents who are having financial difficulties in a way that doesn't
make them feel prejudiced or inferior to other parents. Additionally, they should never make any
information about parents paying less or less expensive prices public.

6. How are the ethical and professional standards reflected (or not reflected) through this case?

The waitress believed it was inappropriate to ask the parents who were not paying the full bill about
their schedule; instead, she said that it was their decision, which is in line with moral and
professional standards.

7. The case writer wants to find out how many other families had been asked for their schedules
in the past to rectify any misperceptions about the role of the centre. What advice would you give
this RECE?

I would like to suggest that treating those parents differently who are not paying full fees, is inappropriate
as it would affect their self-esteem and they would feel discriminated among others.

College of Early Childhood Educators | Case Study 7: Valuing Inclusivity and Privacy
7
Contact Us Copyright: 2018 College of Early Childhood Educators

College of Early Childhood Educators All rights reserved.

438 University Avenue, Suite 1900 The College of Early Childhood Educators holds the copyright to this case study but encourages
Toronto ON M5G 2K8 digital or hard copy reproduction of this publication in whole or in part for educational purposes or
non-profit use, providing full acknowledgement is given.
Telephone: 416 961-8558 Copying in any other circumstances, including but not limited to any commercial use, re-use in
Toll free: 1 888 961-8558 commercial publications, or for translation or adaptation, is not permitted without prior written
permission from the College.
Fax: 416 961-8772
To request permission to reprint or republish material from this publication, or if you are unclear
[email protected] | college-ece.ca of the copyright holder, please contact [email protected].

Cette publication est aussi disponible en français.