This document summarizes NAEYC's Code of Ethical Conduct, which provides guidelines for responsible behavior in early childhood education. It begins with an introduction explaining the purpose and scope of the Code. The Code is then presented, organized into four sections addressing responsibilities to children, families, colleagues, and the community/society. Each section lists ideals of exemplary practice and enforceable principles. The document calls on early childhood professionals to review and provide feedback on revising the Code to ensure it adequately addresses ethical dilemmas they face.
This document summarizes NAEYC's Code of Ethical Conduct, which provides guidelines for responsible behavior in early childhood education. It begins with an introduction explaining the purpose and scope of the Code. The Code is then presented, organized into four sections addressing responsibilities to children, families, colleagues, and the community/society. Each section lists ideals of exemplary practice and enforceable principles. The document calls on early childhood professionals to review and provide feedback on revising the Code to ensure it adequately addresses ethical dilemmas they face.
This document summarizes NAEYC's Code of Ethical Conduct, which provides guidelines for responsible behavior in early childhood education. It begins with an introduction explaining the purpose and scope of the Code. The Code is then presented, organized into four sections addressing responsibilities to children, families, colleagues, and the community/society. Each section lists ideals of exemplary practice and enforceable principles. The document calls on early childhood professionals to review and provide feedback on revising the Code to ensure it adequately addresses ethical dilemmas they face.
familiar with NAEYC's Code of Ethics. Perhaps you have been involved in thinking through one or more of the NAEYC’s Code of Ethical Conduct: ethical dilemmas that have been regularly appearing in Young Children – Guidelines for Responsible Behavior in in staff meeting, at an Affiliate Group meeting, or with friends. Many of you Early Childhood Education have used the principles and ideals in NAEYC’s Code of Ethics to help solve dilemmas you face in your work. Because of these experiences, you have Preamble information that can be valuable t o NAEYC as we review the Code for needed revisions or additions. NAEYC recognizes that many daily The Code sets forth a conception o f The Code is published on the following decisions required of those who work our professional responsibilities in four pages to aid your review. with young children are of a moral and sections, each addressing an arena of • Are any of the principles or ideals ethical nature. The NAEYC Code o f professional relationships: (1) children phrased confusingly? How would you Ethical Conduct offers guidelines for (2) families (3) colleagues, and ( 4 ) change the wording? responsible behavior and sets forth a community and society. Each section • Have you found the Code lacking in common basis for resolving the principal includes an introduction to the primary guidance for a particular ethical ethical dilemmas encountered in early responsibilities of the early childhood dilemma involving children or their childhood education. The primary focus practitioner in that arena, a set o f families? Describe the situation for us. is on daily practice with children and ideals pointing in the direction o f Please send your suggestions regarding their families in programs for children exemplary professional practice, and a how we can clarify any point in the from birth to 8 years of age: set of principles defining practices that Code to: preschools, child care centers, family are required, prohibited, and permitted. NAEYC Ethics Panel day care homes, kindergartens, and Office of the Executive Director primary classrooms. Many of the The ideals reflect the aspirations o f 1509 1 6t h Street, NW provisions also apply to specialists who practitioners. The principles are Washington, DC 20036-1426 do not work directly with children intended to guide conduct and assist If you have not yet used the “case including program administrators, practitioners in resolving ethical study” dilemmas we publish, we hope parent educators, college professors, dilemmas encountered in the field. you soon will start discussing each one and child care licensing specialists. There is not necessarily a corresponding in your staff meetings. principle for each ideal. Both ideals and Standards of ethical behavior in principles are intended to direct --------------------------------------------- early childhood education are based on practitioners to those questions which NAEYC’s Code of Ethical Conduct was commitment to core values that are when responsibly answered, will provide prepared under the auspices of the deeply rooted in the history of our field. the basis for conscientious decision Ethics Commission of the National making. While the Code provides Association for the Education of Young We have committed ourselves to: specific direction for addressing some Children. The Commission members • Appreciating childhood as a unique ethical dilemmas, many others will were: Stephanie Feeney (Chairperson), and valuable stage of the human life require the practitioner to combine the Bettye Caldwell, Sally Cartwright, Carrie cycle guidance of the Code with sound Cheek, Josue Cruz, Jr., Anne G. Dorsey, • Basing our work with children on professional judgment. Dorothy M. Hill, Lilian G. Katz, Pamm knowledge of child development Mattick, Shirley A. Norris, and Sue • Appreciating and supporting the close The ideals and principles in this Code Spayth Riley. Financial assistance for ties between the child and family present a shared conception o f this project was provided by NAEYC, • Recognizing that children are best professional responsibility that affirms the Wallace Alexander Gerbode understood in the context o f our commitment to the core values o f Foundation, and the University o f family culture and society our field. The Code publicly Hawaii. • Respecting the dignity, worth, and acknowledges the responsibilities that NAEYC gratefully acknowledges the uniqueness of each individual (child, we in the field have assumed and in so research and development work done family member, and colleague) doing supports ethical behavior in our for this project by Stephanie Feeney, • Helping children and adults achieve work. Practitioners who face ethical Ph.D., Professor and Early Childhood their full potential in the context o f dilemmas are urged to seek guidance in Education Specialist at the University o f relationships that are based on trust the applicable parts of this Code and in Hawaii at Manoa, and Kenneth Kipnis, respect and positive regard the spirit that informs the whole. Ph.D., Professor of Philisophy at the University of Hawaii at Manoa.
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57 Section 1: not apply to programs that have a responsibility to bring about lawful mandate to provide services to a collaboration between the home and Ethical responsibilities to particular population of children.) school in ways that enhance the child's children P-1.3—We shall involve all of those development. with relevant knowledge (including staff Childhood is a unique and valuable and parents) in decisions concerning a Ideals: stage in the life cycle. Our paramount child. responsibility is to provide safe, P-1.4—When, after appropriate I -2.1—To develop relationships o f healthy, nurturing, and responsive efforts have been made with a child and mutual trust with families we serve. settings for children. We are committed the family, the child still does not I -2.2—To acknowledge and build to supporting children’ s development appear to be benefiting from a upon strengths and competencies as by cherishing individual differences, by program, we shall communicate our we support families in their task o f helping them learn to live and work concern to the family in a positive way nurturing children. cooperatively, and by promoting their and offer them assistance in finding a I -2.3—To respect the dignity of each self-esteem. more suitable setting. family and its culture, customs, and P-1.5—We shall be familiar with the beliefs. Ideals: symptoms of child abuse and neglect I -2.4—To respect families' child rear- and know and follow community ing values and their right to make I-1.1—To be familiar with the procedures and state laws that protect decisions for their children. knowledge base of early childhood children against abuse and neglect. I -2.5—To interpret each child's pro- education and to keep current through P-1.6—When we have evidence o f gress to parents within the framework continuing education and in-service child abuse or neglect, we shall report of a developmental perspective and t o training. the evidence to the appropriate help families understand and appreciate I -1.2—To base program practices community agency and follow up to the value of developmentally appro- upon current knowledge in the field o f ensure that appropriate action has been priate early childhood programs. child development and related taken. When possible, parents will be I -2.6—To help family members disciplines and upon particular informed that the referral has been improve their understanding of their knowledge of each child. made. children and to enhance their skills as I -1.3—To recognize and respect the P-1.7—When another person tells us parents. uniqueness and the potential of each of their suspicion that a child is being I -2.7—To participate in building sup- child. abused or neglected but we lack port networks for families by providing I -1.4—To appreciate the special evidence, we shall assist that person in them with opportunities to interact with vulnerability of children. taking appropriate action to protect the program staff and families. I -1.5—To create and maintain safe child. and healthy settings that foster P-1.8—When a child protective children's social, emotional, intellectual, agency fails to provide adequate Principles: and physical development and that protection for abused or neglected respect their dignity and their children, we acknowledge a collective P-2.1—We shall not deny family mem- contributions. ethical responsibility to work toward bers access to their child's classroom or I -1.6—To support the right of improvement of these services. program setting. children with special needs t o P-l.9—When we become aware of a P-2.2—We shall inform families of pro- participate, consistent with their ability, practice or situation that endangers the gram philosophy, policies, and personnel in regular early childhood programs. health or safety of children, but has not qualifications, and explain why we teach been previously known to do so, we as we do. have an ethical responsibility to inform P-2.3—We shall inform families of and, Principles: those who can remedy the situation when appropriate, involve them in and who can keep other children from policy decisions. P-1.1—Above all we shall not harm being similarly endangered. P-2.4—We shall inform families of and, children. We shall not participate in when appropriate, involve them in sig- practices that are disrespectful, nificant decisions affecting their child. degrading, dangerous, exploitative, Section II: P-2.5—We shall inform the family o f intimidating, psychologically damaging, Ethical responsibilities to accidents involving their child, of risks or physically harmful to children. This families such as exposures to contagious principle has precedence over disease that may result in infection, and all others in this Code. Families are of primary importance of events that might result in psy- P-1.2—We shall not participate in in children's development. chological damage. practices that discriminate against (The term family may include others, P-2.6—We shall not permit or partici- children by denying benefits, giving besides parents, who are responsibly pate in research that could in any way special advantages, or excluding them involved with the child.) Because the hinder the education or development of from programs or activities on the basis family and the early childhood educator the children in our programs. Families of their race, religion, sex, national have a common interest in the child's shall be fully informed of any proposed origin, or the status, behavior, or beliefs welfare, we acknowledge a primary research projects involving their of their parents. (This principle does
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58 children and shall have the opportunity A— C— to give or withhold consent. Responsibilities to Responsibilities to P-2.7—We shall not engage in or support exploitation of families. We co-workers employees shall not use our relationship with a family for private advantage or personal Ideals: Ideals: gain, or enter into relationships with family members that might impair our I -3A.I—To establish and maintain I-3C.I—To promote policies and effectiveness in working with children. relationships of trust and cooperation working conditions that foster P-2.8—We shall develop written with co-workers. competence, well-being, and policies for the protection o f I -3A.2—To share resources and self-esteem in staff members. confidentiality and the disclosure o f information with co-workers. I -3C.2—To create a climate of trust children's records. The policy I -3A.3—To support co-workers in and candor that will enable staff t o documents shall be made available to all meeting their professional needs and in speak and act in the best interests o f program personnel and families. their professional development. children, families, and the field of early Disclosure of children's records beyond I -3A.4—To accord co-workers due childhood education. family members, program personnel, recognition of professional I -3C.3—To strive to secure an ad- and consultants having an obligation o f achievement. equate livelihood for those who work confidentiality shall require familial with or on behalf of young children. consent (except in cases of abuse or Principles: neglect). Principles: P-2.9—We shall maintain P-3A.1—When we have concern confidentiality and shall respect the about the professional behavior of a co- P-3C.1—In decisions concerning chil- family's right to privacy, refraining from worker, we shall first let that person dren and programs, we shall appropri- disclosure of confidential information know of our concern and attempt t o ately utilize the training, experience, and intrusion into family life. However, resolve the matter collegially. and expertise of staff members. when we are concerned about a child's P-3A.2—We shall exercise care in P-3C.2—We shall provide staff welfare, it is permissible to reveal expressing views regarding the personal members with working conditions that confidential information to agencies and attributes or professional conduct o f permit them to carry out their individuals who may be able to act in co-workers. Statements should be responsibilities, timely and the child's interest. based on firsthand knowledge and nonthreatening evaluation procedures, P-2.10—In cases where family relevant to the interests of children and written grievance procedures, members are in conflict we shall work programs. constructive feedback, and op- openly, sharing our observations of the portunities for continuing professional child, to help all parties involved make B— development and advancement. informed decisions. We shall refrain P-3C.3—We shall develop and from becoming an advocate for one Responsibilities to maintain comprehensive written party. employers personnel policies that define program P-2.11—We shall be familiar with and standards and, when applicable, that appropriately use community resources Ideals: specify the extent to which employees and professional services that support are accountable for their conduct families. After a referral has been made, I -3B.I—To assist the program in outside the work place. These policies we shall follow up to ensure that providing the highest quality of service. shall be given to new staff members services have been adequately I -3B.2—To maintain loyalty to the and shall be available for review by all provided. program and uphold its reputation. staff members. P-3C.4—Employees who do not meet program standards shall be informed o f Principles: areas of concern and, when possible, Section III: assisted in improving their performance. P-3B.I—When we do not agree with Ethical responsibilities to P-3C.5—Employees who are dismissed program policies, we shall first attempt colleagues shall be informed of the reasons for to effect change through constructive their termination. When a dismissal is action within the organization. In a caring, cooperative work place, for cause, justification must be based P-3B.2—We shall speak or act on human dignity is respected, professional on evidence o f inadequate or inappro- behalf of an organization only when satisfaction is promoted, and positive priate behavior that is accurately authorized. We shall take care to note relationships are modeled. Our primary documented, current, and available for when we are speaking for the responsibility in this arena is t o the employee to review. organization and when we are establish and maintain settings and P-3C.6—In making evaluations and expressing a personal Judgment. relationships that support productive recommendations, judgments shall be work and meet professional needs. based on fact and relevant to the interests of children and programs.
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59 P-3C.7—Hiring and promotion shall be I -4.6—To support policies and laws the problem to appropriate authorities based solely on a person's record o f that promote the well-being of children or to the public. accomplishment and ability to carry out and families. To oppose those that P-4.11—When a program violates or the responsibilities of the position. impair their well-being. To cooperat e requires its employees to violate this P-3C.8—In hiring, promotion, and pro- with other individuals and groups in Code, it is permissible, after fair as- vision of training, we shall not partici- these efforts. sessment of the evidence, to disclose pate in any form of discrimination based I -4 7 —To further the professional the identity of that program. on race, religion, sex, national origin, development of the field of early child handicap, age, or sexual preference. We hood education and to strengthen its shall be familiar with laws and commitment to realizing its core values regulations that pertain to employment as reflected in this Code. discrimination. Principles: Order this informative NAEYC brochure… Section IV: P-4.1—We shall communicate openly Ethical responsibilities t o and truthfully about the nature and extent of services that we provide. Code of Ethical Conduct community and society P-4.2—We shall not accept or continue to work in positions for which and Early childhood programs operate we are personally unsuited or within a context of an immediate Statement of Commitment professionally unqualified. We shall not community made up of families and offer services that we do not have the other institutions concerned with competence, qualifications, or children's welfare. Our responsibilities resources to provide. by Stephanie Feeney and to the community are to provide programs that meet its needs and t o P-4.3—We shall be objective and Kenneth Kipnis accurate in reporting the knowledge cooperate with agencies and upon which we base our program professions that share responsibility for children. Because the larger society has practices. A code of ethics for early P-4.4—We shall cooperate with other a measure of responsibility for the childhood educators which professionals who work with children welfare and protection of children and and their families. offers guidelines for because of our specialized expertise in P-4.5—We shall not hire or child development, we acknowledge an responsible behavior and set recommend for employment any person obligation to serve as a voice for who is unsuited for a position with children everywhere. forth a common basis for respect to competence, qualifications, or character. resolving ethical dilemmas Ideals: P-4.6—We shall report the unethical or incompetent behavior of a colleague encountered in early I -4.1—To provide the community to a supervisor when informal resolution childhood education. with high-quality, culturally sensitive is not effective. programs and services. P-4.7—We shall be familiar with laws I -4.2—To promote cooperation and regulations that serve to protect NAEYC order #503 among agencies and professions the children in our programs. concerned with the welfare of young P-4.8—We shall not participate in 50 cents each; 100 for $10 children, their families, and their practices which are in violation of laws, teachers. and regulations that protect the I -4.3—To work, through education, children in our programs. research, and advocacy, toward an P- 4.9—When we have evidence that environmentally safe world in which all an early childhood program is violating children are adequately fed, sheltered, laws or regulations protecting children, and nurtured. we shall report it to persons responsible I -4.4—To work, through education, for the program. If compliance is not research, and advocacy, toward a accomplished within a reasonable time, society in which all young children have we will report the violation t o access to quality programs. appropriate authorities who can be I -4.5—To promote knowledge and expected to remedy the situation. understanding of young children and P-4- 1 0 —When we have evidence that their needs. To work toward greater an agency or a professional charged social acknowledgment of children's with providing services to children, rights and greater social acceptance o f families, or teachers is failing t o meet responsibility for their well-being. its obligations, we acknowledge a col- lective ethical responsibility to report