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
