Code of Ethics in Early Childhood Education

Code of Ethics in ECE

National Association for the Education of Young Children: Code of Ethical Conduct and Statement of Commitment

Section I: Ethical Responsibilities to Children

I-1.8       To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.

Personal and Professional Perspective:  All early childhood schools and institutions should create an environment where all children feel welcomed, included, nurtured and most importantly feel that their individual needs are recognized and developed.  In addition, all children should receive the benefit of great child development and learning, irrespective of their individual differences.

Section II: Ethical Responsibilities to Families

I-2.4       To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children.

I-2.5       To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs.

Personal and Professional Perspective:  All families come from different cultures, religious beliefs, racial identities, economic structures and political beliefs which impact each child’s development and relationships to the world, thus it important that as early childhood educators and professionals we welcome those differences and integrate them into the classroom environment, curriculum and activities.  In the long run, it benefits all involved in the development of these young children and their families.   The more we can share our similarities the more we will be able to work together for the common good of our society.

Section IV: Ethical Responsibilities to Community and Society

I-4.4       To work through education, research and advocacy toward a society in which all young children have access to high-quality early care and education programs.

Personal and Professional Perspective: It is important for all children to have access to high-quality early care and education for the advancement of future generations and our society.  Many families just do not have the means to acquire quality affordable early care or education.  Both early care which involves health care, nutrition and a safe environment and early childhood programs are imperative to parents of underrepresented populations.  Without these services, families would not be able to survive or thrive in our society.

The Division for Early Childhood:  Code of Ethics

I               Professional Practice
  1. We shall strive for the highest level of personal and professional competency by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.

Personal and Professional Perspective:  It is essential to the service and growth of children and families with disabilities to be able to utilize the latest research to improve instruction, the quality of services and best possible approaches to learning and child development.

II Professional Development Preparation
  1. We shall engage in ongoing and systematic reflective inquiry and self-assessment for the purpose of continuous improvement for professional performance and services to young children with disabilities and their families.

Personal and Professional Perspective: Professionals should always be in the state of reflective teaching in order to acquire the knowledge and skills needed to work with all children regardless of their individual needs.  Through the balance of careful reflective teaching and professional development, early childhood teachers continue to learn best practices, competencies, and evidence based information to enhance and improve child development, planning, and instruction.

III            Responsive Family Centered Practices
  1. We shall empower families with information and resources so that they are informed consumers of series for their children.

Personal and Professional Perspective: The phrase “Knowledge is power” is a belief which conveys the idea that when an individual knows more, an individual has the power to improve and enhance their lives.  Empowering our families with information can be the catalyst that changes their lives for the better.  Introducing families and children to new information that will improve their health, education, nutrition, or family dynamic can not only help the overall happiness of a child and their family but also facilitate tremendous growth in childhood development.


Division for Early Childhood of the Council for Exceptional. (2009, August). Code of Ethics. Retrieved from The Division for Early Childhood: https://class.waldenu.edu/bbcswebdav/institution/USW1/201760_46/MS_MECS/EDUC_6005/Week%207/Resources/Resources/embedded/dec_codeofethics.pdf

National Association for the Education of Young Children. (2005, April). Code of Ethical Conduct and Statement of Commitment. Retrieved from NAtional Association for the Education of Young Children: https://class.waldenu.edu/bbcswebdav/institution/USW1/201760_46/MS_MECS/EDUC_6005/Week%207/Resources/Resources/embedded/naeyc_codeofethicspdf.pdf


Ideas for Bringing Humor into the Classroom | National Association for the Education of Young Children | NAEYC TYC | Teaching Young Children Magazine

Hi Guys! This is a good read for new and seasoned early childhood teachers about the way we approach teaching in the classroom.  Sometimes we need to breathe and take ourselves a lot less serious.  Check out this article from NAECY.

Source: Ideas for Bringing Humor into the Classroom | National Association for the Education of Young Children | NAEYC TYC | Teaching Young Children Magazine