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NAEYC's Code of Ethical Conduct:, Summaries of Ethics

The ideals and principles in this Code present a shared conception of professional responsibility that affirms our commitment to the core values of our field.

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Young Children - March 1996 57
Editor’s note
: We need the help
of all Young Children readers who are
familiar with NAEYC's Code of Ethics.
Perhaps you have been involved in
thinking through one or more of the
ethical dilemmas tha t have been
regularly appearing in Young Children –
in staff meeting, at an Affiliate Group
meeting, or with friends. Many of you
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
information that can be valuable t o
NAEYC as we review the Code for
needed revisions or additions.
The Code is published on the following
pages to aid your review.
• Are any of the principles or ideals
phrased confusingly? How would you
change the wording?
• Have you found the Code lacking in
guidance for a particular ethical
dilemma involving children or their
families? Describe the situation for us.
Please send your suggestions regarding
how we can clarify any point in the
Code to:
NAEYC Ethics Panel
Office of the Executive Director
1509 16th Street, NW
Washington, DC 20036-1426
If you have not yet used the case
study” dilemmas we publish, we hope
you soon will start discussing each one
in your staff meetings.
---------------------------------------------
NAEYC’s Code of Ethica l Conduct was
prepared under the auspices of the
Ethics Commission of the National
Association for the Education of Young
Children. The Commission members
were: Stephanie Feeney (Chairperson),
Bettye Caldwell, Sally Cartwright, Carrie
Cheek, Josue Cruz, Jr., Anne G. Dorsey,
Dorothy M. Hill, Lilian G. Katz, Pamm
Mattick, Shirley A. Norris, and Sue
Spayth Riley. Financial assistance for
this project was provided by NAEYC,
the Wallace Alexander Gerbode
Foundation, and the University of
Hawaii.
NAEYC gratefully acknowledges the
research and development work done
for this project by Stephanie Feeney,
Ph.D., Professor and Early Childhood
Education Specialist at the University o f
Hawaii at Manoa, and Kenneth Kipnis,
Ph.D., Professor of Philisophy at the
University of Hawaii at Manoa.
Preamble
NAEYC recognizes that many daily
decisions required of those who work
with young children are of a moral and
ethical nature. The NAEYC Code of
Ethical Conduct offers guidelines for
responsible behavior and sets forth a
common basis for resolving the principal
ethical dilemmas encountered in early
childhood education. The primary focus
is on daily practice with children and
their families in programs for children
from birth to 8 years of age:
preschools, child care centers, family
day care homes, kindergartens, and
primary classrooms. Many of the
provisions also apply to specialists who
do not work directly with children
including program administrators,
parent educators, college professors,
and child care licensing specialists.
Standards of ethical behavior in
early childhood education are based on
commitment to core values that are
deeply rooted in the history of our field.
We have committed ourselves t o:
• Appreciating childhood as a unique
and valuable stage of the human life
cycle
• Basing our work with children on
knowledge of child development
• Appreciating and supporting the close
ties between the child and family
• Recognizing that children are best
understood in the context o f
family culture and society
• Respecting the dignity, worth, and
uniqueness of each individual (child,
family member, and colleague)
• Helping children and adults achieve
their full potential in the context of
relationships that are based on trust
respect and positive regard
The Code sets forth a conception of
our professional responsibilities in four
sections, each addressing an arena of
professional relationships: (1) children
(2) families (3) colleagues, and (4 )
community and society. Each section
includes an introduction to the primary
responsibilities of the early childhood
practitioner in that arena, a set of
ideals pointing in the direction of
exemplary professional practice, and a
set of principles defining practices t hat
are required, prohibited, and permitted.
The ideals reflect the aspirations of
practitioners. The principles are
intended to guide conduct and assist
practitioners in resolving ethical
dilemmas encountered in the field.
There is not necessarily a corresponding
principle for each ideal. Both ideals and
principles are intended to direct
practitioners to those questions which
when responsibly answered, will provide
the basis for conscientious decision
making. While the Code provides
specific direction for addressing some
ethical dilemmas, many others will
require the practitioner to combine the
guidance of the Code with sound
professional judgment.
The ideals and principles in this Code
present a shared conception of
professional responsibility that affirms
our commitment to the core values of
our field. The Code publicly
acknowledges the responsibilities th at
we in the field have assumed and in so
doing supports ethical behavior in our
work. Practitioners who face ethical
dilemmas are urged to seek guidance in
the applicable parts of this Code and in
the spirit that informs the whole.
NAEYC’s Code of Ethical Conduct:
Guidelines for Responsible Behavior in
Earl
y
Childhood Education
pf3
pf4

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Editor’s note : We need the help

of all Young Children readers who are familiar with NAEYC's Code of Ethics. Perhaps you have been involved in thinking through one or more of the ethical dilemmas that have been regularly appearing in Young Children – in staff meeting, at an Affiliate Group meeting, or with friends. Many of you 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 information that can be valuable t o NAEYC as we review the Code for needed revisions or additions. The Code is published on the following pages to aid your review.

_- Are any of the principles or ideals phrased confusingly? How would you change the wording?

  • Have you found the Code lacking in guidance for a particular ethical dilemma involving children or their families? Describe the situation for us. Please send your suggestions regarding how we can clarify any point in the Code to:_ NAEYC Ethics Panel Office of the Executive Director 1509 1 6 t h^ Street, NW Washington, DC 20036- If you have not yet used the “case study” dilemmas we publish, we hope you soon will start discussing each one in your staff meetings.

NAEYC’s Code of Ethical Conduct was prepared under the auspices of the Ethics Commission of the National Association for the Education of Young Children. The Commission members were: Stephanie Feeney (Chairperson), Bettye Caldwell, Sally Cartwright, Carrie Cheek, Josue Cruz, Jr., Anne G. Dorsey, Dorothy M. Hill, Lilian G. Katz, Pamm Mattick, Shirley A. Norris, and Sue Spayth Riley. Financial assistance for this project was provided by NAEYC, the Wallace Alexander Gerbode Foundation, and the University o f Hawaii. NAEYC gratefully acknowledges the research and development work done for this project by Stephanie Feeney, Ph.D., Professor and Early Childhood Education Specialist at the University o f Hawaii at Manoa, and Kenneth Kipnis, Ph.D., Professor of Philisophy at the University of Hawaii at Manoa.

Preamble

NAEYC recognizes that many daily decisions required of those who work with young children are of a moral and ethical nature. The NAEYC Code o f Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood education. The primary focus is on daily practice with children and their families in programs for children from birth to 8 years of age: preschools, child care centers, family day care homes, kindergartens, and primary classrooms. Many of the provisions also apply to specialists who do not work directly with children including program administrators, parent educators, college professors, and child care licensing specialists.

Standards of ethical behavior in early childhood education are based on commitment to core values that are deeply rooted in the history of our field.

We have committed ourselves to:

  • Appreciating childhood as a unique and valuable stage of the human life cycle
  • Basing our work with children on knowledge of child development
  • Appreciating and supporting the close ties between the child and family
  • Recognizing that children are best understood in the context o f family culture and society
  • Respecting the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
  • Helping children and adults achieve their full potential in the context o f relationships that are based on trust respect and positive regard

The Code sets forth a conception o f our professional responsibilities in four sections, each addressing an arena of professional relationships: (1) children (2) families (3) colleagues, and ( 4 ) community and society. Each section includes an introduction to the primary responsibilities of the early childhood practitioner in that arena, a set o f ideals pointing in the direction o f exemplary professional practice, and a set of principles defining practices that are required, prohibited, and permitted.

The ideals reflect the aspirations o f practitioners. The principles are intended to guide conduct and assist practitioners in resolving ethical dilemmas encountered in the field. There is not necessarily a corresponding principle for each ideal. Both ideals and principles are intended to direct practitioners to those questions which when responsibly answered, will provide the basis for conscientious decision making. While the Code provides specific direction for addressing some ethical dilemmas, many others will require the practitioner to combine the guidance of the Code with sound professional judgment.

The ideals and principles in this Code present a shared conception o f professional responsibility that affirms our commitment to the core values o f our field. The Code publicly acknowledges the responsibilities that we in the field have assumed and in so doing supports ethical behavior in our work. Practitioners who face ethical dilemmas are urged to seek guidance in the applicable parts of this Code and in the spirit that informs the whole.

NAEYC’s Code of Ethical Conduct:

Guidelines for Responsible Behavior in

Early Childhood Education

Section 1:

Ethical responsibilities t o

children

Childhood is a unique and valuable stage in the life cycle. Our paramount responsibility is to provide safe, healthy, nurturing, and responsive settings for children. We are committed to supporting children’ s development by cherishing individual differences, by helping them learn to live and work cooperatively, and by promoting their self-esteem.

Ideals:

I-1.1— To be familiar with the knowledge base of early childhood education and to keep current through continuing education and in-service training. I -1.2— To base program practices upon current knowledge in the field o f child development and related disciplines and upon particular knowledge of each child. I -1.3— To recognize and respect the uniqueness and the potential of each child. I -1.4— To appreciate the special vulnerability of children. I -1.5— To create and maintain safe and healthy settings that foster children's social, emotional, intellectual, and physical development and that respect their dignity and their contributions. I -1.6— To support the right of children with special needs t o participate, consistent with their ability, in regular early childhood programs.

Principles:

P-1.1— Above all we shall not harm children. We shall not participate in practices that are disrespectful, degrading, dangerous, exploitative, intimidating, psychologically damaging, or physically harmful to children. This principle has precedence over all others in this Code. P-1.2— We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their race, religion, sex, national origin, or the status, behavior, or beliefs of their parents. (This principle does

not apply to programs that have a lawful mandate to provide services to a particular population of children.) P-1.3— We shall involve all of those with relevant knowledge (including staff and parents) in decisions concerning a child. P-1.4— When, after appropriate efforts have been made with a child and the family, the child still does not appear to be benefiting from a program, we shall communicate our concern to the family in a positive way and offer them assistance in finding a more suitable setting. P-1.5— We shall be familiar with the symptoms of child abuse and neglect and know and follow community procedures and state laws that protect children against abuse and neglect. P-1.6— When we have evidence o f child abuse or neglect, we shall report the evidence to the appropriate community agency and follow up to ensure that appropriate action has been taken. When possible, parents will be informed that the referral has been made. P-1.7— When another person tells us of their suspicion that a child is being abused or neglected but we lack evidence, we shall assist that person in taking appropriate action to protect the child. P-1.8— When a child protective agency fails to provide adequate protection for abused or neglected children, we acknowledge a collective ethical responsibility to work toward improvement of these services. P-l.9— When we become aware of a practice or situation that endangers the health or safety of children, but has not been previously known to do so, we have an ethical responsibility to inform those who can remedy the situation and who can keep other children from being similarly endangered.

Section II:

Ethical responsibilities t o

families

Families are of primary importance in children's development. (The term family may include others, besides parents, who are responsibly involved with the child.) Because the family and the early childhood educator have a common interest in the child's welfare, we acknowledge a primary

responsibility to bring about collaboration between the home and school in ways that enhance the child's development.

Ideals:

I -2.1— To develop relationships o f mutual trust with families we serve. I -2.2— To acknowledge and build upon strengths and competencies as we support families in their task o f nurturing children. I -2.3— To respect the dignity of each family and its culture, customs, and beliefs. I -2.4— To respect families' child rear- ing values and their right to make decisions for their children. I -2.5— To interpret each child's pro- gress to parents within the framework of a developmental perspective and t o help families understand and appreciate the value of developmentally appro- priate early childhood programs. I -2.6— To help family members improve their understanding of their children and to enhance their skills as parents. I -2.7— To participate in building sup- port networks for families by providing them with opportunities to interact with program staff and families.

Principles:

P-2.1— We shall not deny family mem- bers access to their child's classroom or program setting. P-2.2— We shall inform families of pro- gram philosophy, policies, and personnel qualifications, and explain why we teach as we do. P-2.3— We shall inform families of and, when appropriate, involve them in policy decisions. P-2.4— We shall inform families of and, when appropriate, involve them in sig- nificant decisions affecting their child. P-2.5— We shall inform the family o f accidents involving their child, of risks such as exposures to contagious disease that may result in infection, and of events that might result in psy- chological damage. P-2.6— We shall not permit or partici- pate in research that could in any way hinder the education or development of the children in our programs. Families shall be fully informed of any proposed research projects involving their

P-3C.7— Hiring and promotion shall be based solely on a person's record o f accomplishment and ability to carry out the responsibilities of the position. P-3C.8— In hiring, promotion, and pro- vision of training, we shall not partici- pate in any form of discrimination based on race, religion, sex, national origin, handicap, age, or sexual preference. We shall be familiar with laws and regulations that pertain to employment discrimination.

Section IV:

Ethical responsibilities t o

community and society

Early childhood programs operate within a context of an 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 its needs and t o cooperate with agencies and professions that share responsibility for children. Because the larger society has a measure of responsibility for the welfare and protection of children and because of our specialized expertise in child development, we acknowledge an obligation to serve as a voice for children everywhere.

Ideals:

I -4.1— To provide the community with high-quality, culturally sensitive programs and services. I -4.2— To promote cooperation among agencies and professions concerned with the welfare of young children, their families, and their teachers. I -4.3— To work, through education, research, and advocacy, toward an environmentally safe world in which all children are adequately fed, sheltered, and nurtured. I -4.4— To work, through education, research, and advocacy, toward a society in which all young children have access to quality programs. I -4.5— To promote knowledge and understanding of young children and their needs. To work toward greater social acknowledgment of children's rights and greater social acceptance o f responsibility for their well-being.

I -4.6— To support policies and laws that promote the well-being of children and families. To oppose those that impair their well-being. To cooperat e with other individuals and groups in these efforts. I -4 7 — To further the professional development of the field of early child hood education and to strengthen its commitment to realizing its core values as reflected in this Code.

Principles:

P-4.1— We shall communicate openly and truthfully about the nature and extent of services that we provide. P-4.2— We shall not accept or continue to work in positions for which we are personally unsuited or professionally unqualified. We shall not offer services that we do not have the competence, qualifications, or resources to provide. P-4.3— We shall be objective and accurate in reporting the knowledge upon which we base our program practices. P-4.4— We shall cooperate with other professionals who work with children and their families. P-4.5— We shall not hire or recommend for employment any person who is unsuited for a position with respect to competence, qualifications, or character. P-4.6— We shall report the unethical or incompetent behavior of a colleague to a supervisor when informal resolution is not effective. P-4.7— We shall be familiar with laws and regulations that serve to protect the children in our programs. P-4.8— We shall not participate in practices which are in violation of laws, and regulations that protect the children in our programs. P- 4.9— When we have evidence that an early childhood program is violating laws or regulations protecting children, we shall report it to persons responsible for the program. If compliance is not accomplished within a reasonable time, we will report the violation t o appropriate authorities who can be expected to remedy the situation. P-4- 1 0 — When we have evidence that an agency or a professional charged with providing services to children, families, or teachers is failing t o meet its obligations, we acknowledge a col- lective ethical responsibility to report

the problem to appropriate authorities or to the public. P-4.11— When a program violates or requires its employees to violate this Code, it is permissible, after fair as- sessment of the evidence, to disclose the identity of that program.

Order this informative

NAEYC brochure…

Code of Ethical Conduct and

Statement of Commitment

by Stephanie Feeney and

Kenneth Kipnis

A code of ethics for early

childhood educators which offers guidelines for

responsible behavior and set forth a common basis for

resolving ethical dilemmas encountered in early

childhood education.

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