Activity 3.1 | Communicating with Integrity

Communicating with integrity

What will you stand up for today? 

Child care managers and leaders need a clear vision. As Ursula LeGuin (2018) argues, that the “Latin word [for progress] means going forward” (7:47). Leaders in early care and learning challenge the notion that children are our future, arguing that it’s an empty phrase that does not connect with the child in front of us, for who they are today (Mawson, 2015). Child care managers and leaders need to create the more-just worlds that they know are possible, beginning with themselves, and extending into their workplaces, workplace relationships, and communities.

Child care managers and leaders need to be voices at the table for policies and governance to challenge the idea that “progress means towards something better, higher, nobler, more generous, more free” (The Nation, 2018, 8:30), and call upon the research and researchers that assert our agency, and uphold our professional standards for practice. Our professional body asserts what is required for ethical practice, and child care managers and leaders need to commit to orienting their programs towards these ethics.

• How will you enact more just practices today in all that you do as a child care manager and leader? 
• How will you exercise your capacity to stay true to yourself, your values, and your professional responsibility, even when your voice shakes?

Child care centre managers and leaders need a style of leadership that aligns with our values every step of the way. One of the first steps is knowing how to listen to your own truths, needs, and boundaries.

Reference

Le Guin, U. K. (2018). The wave in the mind: Talks and essays on the writer, the reader, and the imagination. Shambhala

Calling Yourself In

Nedra Glover Tawwab reminds us that boundaries are not barriers but bridges to clearer, healthier communication. As a leader, setting boundaries often means speaking difficult truths with care and clarity. This can be especially hard for those conditioned to prioritize harmony over honesty.

Begin this activity by reflecting on one or two current or recurring challenges in your workplace. Choose a moment where communication felt unclear, uncomfortable, or unresolved. 

Using Tawwab’s suggested sentence starters, such as “I need…,” “I expect…,” or “Please don’t…”; try drafting a version of what you might have said to express your needs more clearly. Let this be an exercise in honesty and self-awareness rather than perfection.

Then, shift your perspective to your leadership role. How might you support your team in developing the confidence and skills to communicate their needs respectfully and directly? What practices, routines, or modelling can you offer to normalize clear and compassionate communication?

Conclude this reflection by writing a short statement outlining the kind of communication culture you are committed to cultivating in your centre, and add it to your commitment statement from Module One. Consider this a leadership intention, something you can return to, refine, and share as part of the environment you’re actively creating.

Reference

Tawwab, N. G. (2021). Set boundaries, find peace: A guide to reclaiming yourself. TarcherPerigee. 

Nonviolent Communication in Practice

Watch this YouTube video that introduces the foundations of nonviolent communication (Florida Institute for Child Welfare, 2021).

After watching the video, read the case study in Focus on Ethics: A Difficult Working Relationship, The Response (Feeney & Freeman, 2015). This reading presents a workplace case study, a range of responses, and a framework for navigating ethical conflict. While based on an American code of ethics, the piece offers practical insights that complement the ECEBC Code of Ethics, helping you consider how you might engage in ethical leadership when communication is challenging. These skills are particularly relevant as you continue practicing more conscious, collaborative, and equitable approaches to communication in your role.

References

Calling Yourself In

The Feeney and Freeman (2015) article ends with the following statement:

"I would urge NAEYC to consider expanding the Code of Ethical Conduct to include a section on teacher well-being that outlines the responsibility early childhood educators have to themselves to bring their most resilient, professional selves to their work in early childhood settings."

Given that the ECEBC Code of Ethics (2021) includes Principle 8: We prioritize our personal health and wellbeing” (p. 16), critically reflect on the current structures in your program that support this ethical commitment in practice.

Consider how you might create intentional spaces for your team to name what they need, and how you can collaboratively shape commitments and everyday practices that honour Principle 8. 

In your journal, begin by identifying what structures currently support staff well-being and where gaps may exist. Then, imagine one concrete step you could take to open dialogue and begin building a more caring and sustainable workplace together.

References