Examining Codes of Ethics

The purpose of the code of ethics for both the National Association for the Education of Young Children (NAEYC) and The Division of Early Childhood (DEC) is to define appropriate behavior to support ethical conduct for early childhood professionals. As NAEYC Code of Ethical Conduct and Statement of Commitment states, it, “…offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education" (National Association for the Education of Young Children (NAEYC), 2005). Both statements of ethical conduct, set forth principals and ideas that promote quality care and as a an employee in a NAEYC accredited center, they are guidelines that support and practice. The principals and ideals set forth in the statements are dependent on one another and none is less important, making it difficult for me to pick three ideas that are significant to my professional life. I have picked the three most influential principals from each statement that are significant to my professional beliefs.

NAEYC: Ethical Responsibilities to ChildrenChildhood is a unique and valuable stage in the human life cycle. Our paramount responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child. We are committed to supporting children’s development and learning; respecting individual differences; and helping children learn to live, play, and work cooperatively. We are also committed to promoting children’s self-awareness, competence, self-worth, resiliency, and physical well-being.

DEC: ETHICAL AND EVIDENCE BASED PRACTICES in the field of early childhood special education relies upon sound research methodologies and research based practices to ensure high quality services for children and families. As professionals researching and practicing within the field, it is our responsibility to maintain ethical conduct in building a cadre of practices based on evidence. Establishing an evidence base not only involves critically examining available research evidence relative to our professional practices, it also involves continually engaging in research to further refine our research-based or recommended practices. Sound and ethical research strategies always should be used including adherence to institutional review board procedures and guidelines prior to the conduct of research and use of peer-reviewed venues for published dissemination of findings. Honoring and respecting the diversity of children and families should guide all research activities.

As an early childhood professional, I feel that my responsibility lies first and foremost with the children and it is my ultimate responsibility to promote, provide, and support quality care that fosters development of the whole child.

NAEYC: Ethical Responsibilities to FamiliesFamilies* are of primary importance in children’s development. Because the family and the early childhood practitioner have a common interest in the child’s well-being, we acknowledge a primary responsibility to bring about communication, cooperation, and collaboration between the home and early childhood program in ways that enhance the child’s development.

DEC: RESPONSIVE FAMILY CENTERED PRACTICES ensure that families receive individualized, meaningful, and relevant services responsive to their beliefs, values, customs, languages, and culture. We are committed to enhancing the quality of children’s and families’ lives by promoting family well-being and participation in typical life activities. The early childhood special education professional will demonstrate respect for all families, taking into consideration and acknowledging diverse family structures, culture, language, values, and customs. Finally, families will be given equal voice in all decision making relative to their children. The following practice guidelines provide a framework for enhancing children’s and families’ quality of lives.

Promoting, providing, and supporting quality care that fosters the development of the whole child, includes supporting the families. Research has proven that family influence and environment have a profound effect on a child’s development. In addition, while it is our responsibility to foster development, parents are their child’s first teacher.


NAYEC: Ethical Responsibilities to Community and SocietyEarly childhood programs operate within the context of their immediate community made up of families and other institutions concerned with children’s welfare. Our responsibilities to the community are to provide programs that meet the diverse needs of families, to cooperate with agencies and professions that share the responsibility for children, to assist families in gaining access to those agencies and allied professionals, and to assist in the development of community programs that are needed but not currently available. As individuals, we acknowledge our responsibility to provide the best possible programs of care and education for children and to conduct ourselves with honesty and integrity. Because of our specialized expertise in early childhood development and education and because the larger society shares responsibility for the welfare and protection of young children, we acknowledge a collective obligation to advocate for the best interests of children within early childhood programs and in the larger community and to serve as a voice for young to distinguish between those that pertain to the work of the individual early childhood educator and those that more typically are engaged in collectively on behalf of the best interests of children—with the understanding that individual early childhood educators have a shared responsibility for addressing the ideals and principles that are identified as “collective.”

DEC: PROFESSIONAL PRACTICE encompasses the practice principles to promote and maintain high standards of conduct for the early childhood special education professional. The early childhood special education professional should base his or her behaviors on ethical reasoning surrounding practice and professional issues as well as an empathic reflection regarding interactions with others. We are committed to beneficence acts for improving the quality of lives of young children with disabilities and their families. The guidelines for practice outlined below provide a framework for everyday practice when working with children and families and with other professionals in the field of early childhood special education.
4. We shall serve as advocates for children with disabilities and their families and for the
professionals who serve them by supporting both policy and programmatic decisions that
enhance the quality of their lives.

Finally, promoting, providing, and supporting quality care requires advocating for the rights of young children and families.

As Louise Derman-Sparks Professor Emeritus Pacific Oak College CA states, “Recognizing that working with young children and families requires us to participate in the larger arenas of our society that policies around children and families money that becomes available for programs for children and families is a critical part of our ability to actually carry out a good job as professionals.”(Walden University, 2010).

Division for Early Childhood (DEC). (2009, August). Code of Ethics. Retrieved October 18, 2010, from Division for Early Childhood (DEC): http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4465394/educ6005_readings/dec_codeofethics.pdf

National Association for the Education of Young Children (NAEYC). (2005, April). Code of Ethical Conduct and Statement of Committment. Retrieved October 18, 2010, from National Association for the Education of Young Children (NAEYC): http://sylvan.live.ecollege.com/ec/courses/53029/CRS-CW-4465394/educ6005_readings/naeyc_codeofethicspdf.pdf

Walden, University (Producer). (2010). Professionalism, Advocacy, and Leadership in Early Childhood. [Multimedia Presentation]
Retrieved October 17, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4465394&Survey=1&47=7412264&ClientNodeID=984650&coursenav=1&bhcp=1