This assignment has 2 components.

COMPONENT 1. Contributions to discussion forum relating to one of the designated scenarios (approx. 800 – 1000 words in total – you should make a response and counter response).

COMPONENT 2. A reflective journal.(approx 1000 words)

Respecting diverse child rearing practices. 

The intent of this discussion is that you will demonstrate your ability to not only identify the ethical components of the issue, but also to apply your understanding of ethical theory and principles, as well as decision making models and other tools, to reach an ethical resolution to the dilemma. 

You will need to use the terminology related to ethical practice that you learn about in Module 1. 

Contributions are required to:

a) Identify the ethical dilemma in the scenario ( this is more than simply identifying what the issues are, it is thinking about what makes it an ethical dilemma);
b) Identify personal and professional values that may apply to the situation;
c) Identify and discuss ethical principles underlying the issues as well as theories/ approaches that could be used in decision making;
d) Consider the tools and models that support decision making;
e) Apply ethically informed decision making to the scenario;
f) Use appropriate literature to support discussion & decision making. 

Contributions of a higher quality will:
a) Show evidence of original thinking, and ideas and thinking that acknowledges and builds on previous entries, with response and counter-response to the contributions of other students.
b) Use of a wide range of references, use of previously uncited references, and new ways to synthesise references will inform higher quality responses. 

Component 2 

Write a reflective journal of approximately 1000 words at the conclusion of the online discussions. This reflective paper will journal your own ethical learning and growth throughout Module 1 of the unit and how it has contributed to the development of your ethical conversations with peers / colleagues (i.e. your discussion contributions). 

The reflective journal should be written in the first person. It should not be a re-stating of your online discussion, but should demonstrate recognition of your initial understandings at the commencement of the unit, where you have been able to learn, need to learn more, or have been enabled to think differently or, where you have enabled your peers to think differently/take a new direction. 

You must use the terminology discussed in Module 1 in your reflective journal and demonstrate your understanding of that terminology. 

In the reflective journal you will:
a) Organise your ideas and understandings in a logical and structured manner
b) Reflect on your own growth and learning in the area of ethics
c) Reflect on the personal and professional dimensions of values and ethics
d) Analyse your ability to identify the ethical issues in a dilemma and your ability to identify and apply ethical frame- works, models and tools as shown in the discussion
e) Critically review your own contribution to the discussion and evaluate the way in which they, and the contributions of others, have helped your understanding of ethics to develop 

Here are some questions or thoughts to get you started on the reflective process and writing your journal. 

Begin the reflective process by thinking about what you knew about ethics at the beginning of Module 1 and how your understanding has changed. 

What have you learnt about values and professional values? 

Do you have a clear understanding of that language and how have you grown in your ability to apply those understandings to the scenarios? 

Think about when you began your discussion and your ability to identify the ethical components of the dilemma. 

 What have you learned from the contributions of others? 

 What have you learned about frameworks, theories and models and tools that can help you make ethical decisions? 

How has your understanding of the place of ethics in your professional life grown?

Component – 1

The Ethical Dilemma 

The key issue in the presented scenario is related to the utilization of culturally sensitive educational practices for the children of diverse community-based backgrounds. The top-most priority of the Australian education system is based on the enhancement of educational practices of children while inculcating moral values in the context of improving their capacity of social cohesion (Ailwood et al., 2011). However, the cultural, social, and religious conventions, practices and discourse continue to impact the methods of education administration for the children of various age groups and familial conditions. 3-years old child 'Ahmed' in the presented scenario refuses to obey his teacher's command of replacing the blocks across their shelves. This behavior creates an ethical dilemma since the other child 'Hugh' of the same age group obeys teacher's command to maintain tidiness in the same scenario.

The teacher is eventually guided by the director to deal differently with Ahmed in accordance with the stipulated diverse child-rearing practices of the educational center. The presented scenario in the educational center warranted the practice of cultural tolerance over the equity issues in the classroom. Since the teacher had to deal with both children differently in the context of their different cultural backgrounds, while Hugh continued his effort to make the classroom tidy without showing any sign of resistance. This type of cultural tolerance resulted in the ethical dilemma related to human rights since the teacher had to provide more time to Ahmed for winding up his play activities while the other child coordinated effectively to facilitate the closure of the classroom session (Boon, 2011). This not only elevated the teacher's workload but also increased the risk of developing negative feelings or perceptions in other children (including Hug) and their parents regarding the equity level of the classroom methods. Indeed, due to this ethical dilemma, Joanne could have objected against the special care provided to Ahmed while making the teaching director liable to provide a fair justification regarding the teaching methodology followed in the learning center.          

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