Examining Early Childhood Codes of Ethics

         After reviewing the Division for Early Childhood (DEC) and National Association for the Education of Young Children’s (NAEYC) Code of Ethics, it is difficult to only pick three ideals that are meaningful to me.  All are important in becoming the most effective professional in this field.  However, I chose three areas of what are meaningful to me as they become part of my professional life.

The three areas are, ongoing education of oneself including self-reflection within the field, advocating for the families we work with and having respect for all children and families.  Ongoing education requires one to stay abreast of current issues and studies in the early childhood field.  The more knowledge we obtain and resources we acquire the better prepared we are to serve the families we work with.  Part of the education process also requires us to self-reflect, to comprehend why something worked or didn’t or what we can do better next time.  Through self-reflection we are also able to process why we do what we do.  Being familiar with and remaining current on early childhood topics allows us to be a more effective advocate.  When we know what is or could affect the families we work with we are more prepared to be their voices or give them the resources they need to speak up for themselves.  Lastly, having respect for the families we work with requires us to build relationships with them and find out what it important to them.  It involves making sure that they understand what is happening within the classroom and that they feel like a partner in their child’s education.  . The following NAEYC ideals and DEC codes of ethics I have selected, I feel best represent these three areas that I chose to focus on.    

NAEYC Ideals

I-1.1—To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.

I-1.2—To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

I-1.9—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

I-1.10—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.

I-1.11—To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.

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-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.

DEC Codes of Ethics

I. PROFESSIONAL PRACTICE

2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.

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

II. PROFESSIONAL DEVELOPMENT AND PREPARATION

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

III. RESPONSIVE FAMILY CENTERED PRACTICES

4. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.

Responsive Family Centered Practices

1. We shall demonstrate our respect and appreciation for all families’ beliefs, values, customs, languages, and culture relative to their nurturance and support of their children toward achieving meaningful and relevant priorities and outcomes families’ desire for themselves and their children.

Article: NAEYC. (2005, April). Code of ethical conduct and statement of commitment. Retrieved June 18, 2015, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf

Article: The Division for Early Childhood. (2000, August). Code of ethics. Retrieved June 18, 2015, from http://www.dec-sped.org/