NAEYC CODE OF ETHICS

NAECY is known for its content rich contributions to the field of early chilhdhood education. Below are three ideals that resonate with me that are derived from the Statement of Committment:

Ideal 1 Ethical Responsibilities to Children: 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.
It is imperative to possess a general knowledge base of early childhood care and education in order to make informed decisions, in addition to sharing information with families and other stakeholders. As a practitioner in the field I am ethically responsible to stay abreast to current information, new trends in the field in addition to connecting with colleagues globally through seminars and global conferencing. Also becoming a lifelong learner is crucial to the overall enhancement of my professional development as a leader in the field. Staying informed through formal continuing education in addition to training will ultimately help me to better serve young children by providing relevant content to those who directly serve families and young children.


Ideal 2 Ethical Responsibility to Parents: I-2.1—To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training.

In order to effectively serve and assist parents you must have a working knowledge base in order to provide them with the most current information and strategies that will assist them in making decisions regarding the well being of their children. This ideal is significant in my current work as it pertains to providing referrals to afterschool programs that are equipped to provide quality afterschool programs in addition to other school age resources.


Ideal 3 Responsibilities to Coworkers: I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers.


Establishing and maintaining positive relationships that are built on respect, trust, and confidentiality are imperative for successful working relationships. In an effort to collectively collaborate on the behalf of children and families practitioners should possess a mindset of unity and focus on the overall objective of helping children and families. This ideal is relevant in my current work due to the collaboration that takes place with other agencies in our local community as well as in our region that serves a large geographical area. These collaborative efforts help ensure positive outcomes for providers as well as children and families. Confidentiality is always at the forefront when working on behalf of providers, children, and families. Operating with a keen sense of discretion will help build lasting relationships with community partners as you work together to serve your community.

Resources

National Association for the Education of Young Children
http://www.naeyc.org/


The Division for Early Childhood
http://www.dec-sped.org/


Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/


WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm


Harvard Education Letter
http://www.hepg.org/hel/topic/85


FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm


Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/


HighScope
http://www.highscope.org/


Children’s Defense Fund
http://www.childrensdefense.org/


Center for Child Care Workforce
http://www.ccw.org/


Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home


Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm


National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/


National Child Care Association
http://www.nccanet.org/


National Institute for Early Education Research
http://nieer.org/


Pre[K]Now
http://www.preknow.org/


Voices for America’s Children
http://www.voices.org/


The Erikson Institute
http://www.erikson.edu/