Core Values:•Appreciate childhood as a unique and valuable stage of the human life cycle.

•Base our work on knowledge of how children develop and learn

 •Appreciate and support the bond between the child and family 

•Recognize that children are best understood and supported in the context of family, culture, community, and society

 •Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague) •Respect diversity in children, families, and colleagues. 

The Conceptual Framework

The code sets a Framework of Professional Responsibilities in four sections:

1. Relationship with children

2. Relationship with family

3. Relationship with colleagues

4. Relationship with community and society.

Each section includes an introduction to the primary responsibilities of the early childhood practitioner in that context. The introduction is followed by a set of ideals reflecting exemplary professional practice and principles describing required, prohibited, or permitted practices.

Ethical Responsibilities to Children:

Ideals: 

1. to be familiar with the knowledge base of early child care and education and stay informed through continuing education and training.

2. To base program practices upon current knowledge and research in the field of early childhood education.

3. To recognize and respect the unique qualities, abilities, and potential of each child.

4. appreciate the vulnerability of children and their dependence on adults.

5. create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development.

6. use assessment instruments and appropriate strategies for assessing the children.

7. use assessment information to understand and support children’s development and learning.

8. support the right of each child to play and learn in an inclusive environment.

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

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

11. To provide all children with experiences in a language that they know.

12. To work with families to provide a safe and smooth transition.

Principles:

1. we shall not harm children.

2. We shall care for and educate children in positive emotional and social environments.

3. We shall not participate in practices that discriminate against children.

4. We shall use two-way communications to involve all those with relevant knowledge in decisions concerning a child, as appropriate, ensuring confidentiality of sensitive.

5. We shall use appropriate assessment systems.

6. We shall strive to ensure that decisions such as those related to enrollment, retention, or assignment to special education services, will be based on multiple sources of information.

7. We shall strive to build individual relationships with each child.

8. We shall be familiar with the risk factors for and symptoms of child abuse and neglect.

9. When we have reasonable cause to suspect child abuse or neglect, we shall report it to the appropriate community agency and follow up to ensure that appropriate action has been taken.

10. When another person tells us of his or her suspicion that a child is being abused or neglected, we shall assist that person in taking appropriate action in order to protect the child.

11. When we become aware of a practice or situation that endangers the health, safety, or well-being of children, we have an ethical responsibility to protect children or inform parents and/or others who can.

Ethical Responsibilities to Families:

 Ideals:

1. To be familiar with the knowledge base related to working effectively with families.

2. To develop relationships of mutual trust and create partnerships with the families we serve.

3. To welcome all family members and encourage them to participate in the program.

4. To listen to families, acknowledge and build upon their strengths and competencies.

5. To respect the dignity and preferences of each family.

6. To acknowledge families’ childrearing values and their right to make decisions for their children.

7. To share information about each child’s education and development with families.

8. To help family members enhance their understanding of their children. 

9. To foster families’ efforts to build support networks.

Principles:

1. We shall not deny family members access to their child’s classroom or program setting.

2. We shall inform families of the program philosophy, policies, curriculum, assessment system, cultural practices, and personnel qualifications.

3. We shall inform families and involve them in policy decisions.

4. We shall ensure the family is involved in significant decisions affecting their children.

5. We shall make every effort to communicate effectively with all families in a language that they understand.

6. we shall ensure that families’ input is an important contribution to the planning and implementation of the program.

7. We shall inform families about the nature and purpose of the program’s child assessments.

8.We shall treat child assessment information confidentially. 

9. We shall inform the family of injuries and incidents involving their child.

10. Families shall be fully informed of any proposed research projects involving their children.

11. We shall not engage in or support the exploitation of families. 

12. We shall develop written policies for the protection of confidentiality and the disclosure of children’s records.

13. We shall maintain confidentiality and shall respect the family’s right to privacy.

14. We shall refrain from becoming an advocate for one party.

15. We shall be familiar with and appropriately refer families to community resources and professional support services.