DRAFT REVISION

Code of Ethics for Early

Childhood Educators
Relationship of Five Foundational Position Statements

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This position statement is one of five foundational documents NAEYC has developed in
collaboration with members of the early childhood education field. It articulates a professional

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code of ethics, and complements and supports the other foundational documents that (1) define
developmentally appropriate practice (DAP); (2) set professional standards and competencies
for early childhood educators; (3) outline standards for early learning programs; and (4) establish
early childhood educators’ professional obligation to advance equity. These foundational position

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statements are grounded in and responsive to NAEYC’s core values that emphasize the importance
of diversity and inclusion and that respect the dignity and worth of each and every individual.
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The ethical responsibilities of early childhood educators
described in this statement work in concert with these
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values and the Professional Standards and Competencies to
articulate the exemplary professional practices that effectively
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promote the development, learning, and well-being of all

young children. They are anchored to the positions articulated
in the Advancing Equity in Early Childhood Education and
Developmentally Appropriate Practice (DAP) statements
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which clarify that “all children have the right to equitable

learning opportunities” that “fully support their optimal
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development and learning across all domains and content

areas” and “enable them to achieve their full potential as
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engaged learners and valued members of society.” In addition,

the ethical responsibilities outlined in this statement are
further aligned with and reinforced by educators’ decision-
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making described in the Developmentally Appropriate

Practice and Early Learning Program Standards
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position statements.

Note for Public Comment on Draft: Detailed, specific

responses are most helpful. However, given that this is a draft
document, please try to disregard mechanical or technical
errors; all copyediting will be done by NAEYC staff after this
public comment period, and prior to release of the final draft.

Draft Revision: Code of Ethics for Early Childhood Educators 1/16

Structure of the Code of Ethics
This document outlines the purpose and position, as well administrators and those working in professional
as the core values that ground early childhood educators’ preparation programs. These areas were previously
professional relationships (1) with children, (2) with families, addressed in supplemental documents.
(3) among colleagues and employers, and (4) with community
and society. Each section of the Code includes a brief introduction
followed by a set of ethical responsibilities that first outline
These core values inform a Statement of Commitment the practices that are positively required, then those that are
for individuals that is integrated into the Code of Ethics permitted, and finally those that are prohibited. A glossary of
itself. The document then sets forth a framework of ethical terms is then included, followed by appendices that address
responsibilities for early childhood educators working the research, philosophy, and theoretical grounding for the
with young children, families and other educators in Code of Ethics, along with the history and context, sources,

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each of these four areas. The framework is then extended to and acknowledgements.
address additional ethical responsibilities specific to program

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Purpose and Audience
The Code of Ethics for Early Childhood Educators presents
Society Has Ethical Obligations to

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the essential, professional ethical responsibilities of all
early childhood educators. The embedded Statement of Early Childhood Educators
Commitment provides the opportunity for individuals who Among the ethical and moral obligations that families,
work in early childhood education to acknowledge and employers, institutions of higher education, policymakers
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embrace the distinctive values and moral obligations an and the public have to early childhood educators is a
early childhood education professional has to young children, responsibility to ensure that early childhood educators
families, and other educators.
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in all states and settings are able to be part of a diverse,
equitable, effective, and recognized profession that is
Individuals who work in early childhood education face daily prepared, supported, and compensated for its essential,
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decisions that have moral and ethical dimensions. They must complex, and valuable work.
often make these decisions without needed supports and
Some recommendations to help others fulfill these
resources; in situations that may undermine, conflict with, or
obligations can be found in the Developmentally
jeopardize educators’ own personal beliefs, health, and well-
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Appropriate Practice and Advancing Equity in Early

being; and in the context of systems, structures, and financing
Childhood Education position statements, as well as
mechanisms that are themselves inequitable, unjust, immoral,
in the Unifying Framework for the Early Childhood
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or unethical.
Education Profession, which outline specific policies
Change is necessary. Equitable learning opportunities for and actions needed to support educators as they strive
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young children depend on the equitable and ethical treatment to advance equity, practice ethical decision making,
of early childhood educators, and society has moral and and implement developmentally appropriate practice
in their work settings, through professional preparation
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ethical obligations to early childhood educators that must be

met. Like all people, early childhood educators also have and and development, in public policy, and through

must recognize the ethical and moral obligations they have to continuing research.
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themselves and their own well-being.

However, identifying the ethical obligations others have to

early childhood educators and the obligations educators have
to themselves is beyond the scope and purpose of this position
statement, which specifically articulates the ethical obligations
that early childhood educators have to others, namely
children, families, colleagues, community, and society.

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In keeping with the definition of the early childhood education
profession as outlined by the consensus Unifying Framework A Starting Point for the Future
for Early Childhood Educators, this Code focuses on the
This Code of Ethics is a starting place in more ways
ethical, professional responsibilities of early childhood
than one. Additional resources have been and will be
educators working with children birth through age 8 across
developed, including those designed to provide support
all settings, as well as program administrators and those to early childhood educators navigating ethical dilemmas
providing professional preparation and supports; and it when the best ethical course of action is not obvious—
specifically focuses on the elements of practice over which that is, when one important value contradicts another.
the early childhood education workforce has a measure of
In addition, and in the future, members of the early
autonomy and control.
childhood education profession who are licensed to
All practitioners can look to the ethical, professional practice, as outlined by the Unifying Framework, would
responsibilities outlined here for help in guiding conduct and be required to adhere to a Code of Ethics—like all
resolving ethical dilemmas, including those which require the members of any profession that is licensed to practice.

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practitioner to combine the guidance of the Code with their Other professions have their own Codes of Ethics that
professional judgment. guide their professional practice and conduct, and that
ensure unethical actions have consequences, up to and

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Individuals who choose to independently commit to the including loss of a professional license. This Code of
Code, and programs that choose to support awareness of and Ethics could one day serve, or be adapted to serve, that
shared adherence to the Code by embracing its Statement future purpose—protecting early childhood educators,
of Commitment, contribute to the field’s recognition of its families, and the public from harmful institutional or

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own professionalism. individual actors inside and outside of the profession.
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THE POSITION
Early childhood educators must uphold essential professional, ethical responsibilities to ensure
that each and every child, from birth through age 8, has equitable learning opportunities
regardless of whether the setting is in a center, home, or school. The Code of Ethics for Early
Childhood Educators, together with the Professional Standards and Competencies for Early
Childhood Educators, articulates these ethical responsibilities, and in so doing supports ethical
behavior in early childhood educators’ daily work.

Core Values

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The following core values are rooted in history, reflective › Appreciate, value, and support the bond between the child
of the present, and responsive to the future. They ground and their family

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early childhood educators’ professional relationships
› Respect and support families in their task of nurturing
and are organized in the same framework as the ethical
children
responsibilities, so that practitioners know which values most
closely undergird which responsibility. With respect specifically to professional relationships between

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and among colleagues and staff, early childhood educators’
The first set of values apply to all professional relationships:
core values include:
› Respect and support the dignity, worth, and uniqueness of
› Be open to ideas and willing to learn
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each and every individual
› Recognize the importance of maintaining and contributing
› Respect and support diversity among individuals, as well
to a humane, supportive, and fulfilling work environment
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as within and across groups of individuals, in terms of their
backgrounds and lived experiences › Commit to the continuous professional learning and
growth of self and staff
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› Recognize that all individuals—children and adults—thrive

within relationships based on trust and respect › Draw upon research and knowledge from relevant
disciplines, including adult development and learning
With respect specifically to professional relationships with
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children, early childhood educators’ core values include: With respective specifically to professional relationships in
the context of a broader community and society, early
› Appreciate childhood as a unique and valuable part of the
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childhood educators’ core values include:

human life cycle
› Respect the critical role of a knowledgeable, competent,
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› Base professional practice on current and accurate

and diverse early childhood education and care workforce
knowledge of how to understand and support children’s
working across all settings
development and learning
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› Serve as an advocate for children, their families, and their

› Recognize that children are best understood and supported
teachers in community and society
in the context of family, culture, community, and society
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With respect specifically to professional relationships with

families, early childhood educators’ core values include:

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Statement of Commitment
This Statement of Commitment represents a personal acknowledgment of my willingness to embrace the
core values and ethical responsibilities distinctive to early childhood educators.

This commitment includes adherence to the tenet that has had precedence over all others
in every iteration of the Code of Ethics: above all, we shall not harm children. This means
that we shall not participate in practices that are emotionally damaging, physically harmful, disrespectful,
degrading, dangerous, exploitative, or intimidating to children. Further, we recognize that while we have

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many ethical responsibilities and relationships, the safety and well-being of the children in our care is our
primary responsibility, above our obligations to all other constituencies.

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In my capacity as an individual working with young children, families, and/or other educators, I
sign this statement to indicate my professional commitment to furthering the core values and ethical
responsibilities of early childhood educators as reflected in this Code of Ethics for Early Childhood
Educators, and in alignment with the Professional Standards and Competencies.

PRINTED NAME:
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______________________________________________________________________
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SIGNED NAME:

______________________________________________________________________
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NAME OF PROGRAM:

______________________________________________________________________
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LOCATION:
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______________________________________________________________________
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DATE:

______________________________________________________________________
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Ethical responsibilities for early 1.7—Be familiar with the risk factors for, and signs of child
abuse and neglect, including physical, sexual, verbal, and
childhood educators working with emotional abuse and physical, emotional, educational, and
young children, families and other medical neglect.

educators a. Be familiar with the ways in which reporting suspected

abuse and neglect may be unjustly influenced by biases

1. Ethical Responsibilities to Children and stereotypes having a disproportionate impact on

under-resourced communities, communities of color,
and persons with disabilities.
Our paramount responsibility is to provide education and care
in diverse settings—including centers, homes, and schools— b. Follow state laws and community procedures
that are safe, healthy, nurturing, and responsive for each and (including reporting, informing, resource connections,
every child. We are committed to supporting each child’s community supports, and follow-up) that protect

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development; fostering joyful learning; respecting individual children against abuse and neglect when we have
differences; and helping children learn to play, live, and work reasonable cause to suspect child abuse or serious
in community. We are also committed to promoting children’s neglect.

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self-awareness, self-worth, physical and mental well-being,
c. Assist in taking appropriate action or informing a
competence, and resiliency.
parent and/or others who can act when another person
We shall: shares a suspicion that a child is being abused or
neglected

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1.1—Do no harm to children.
1.8—Strive to prevent, limit, and eliminate suspensions and
1.2—Care for and educate children in positive emotional, expulsion of children in early childhood settings.
social, cultural, and learning environments that are
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developmentally appropriate, cognitively stimulating, and that a. Strive to build individual relationships with each child;
affirm, support, value, and promote all aspects of each child’s make individualized adaptations and transition plans
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identities and abilities. in teaching strategies, learning environments, and
curricula; and consult with the family so that each
1.3—Support children’s well-being by: child benefits from the program.
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a. encouraging the development of strong bonds and b. Collaborate with the child’s family and appropriate
trusting relationships between and among children, specialists to determine the additional services needed
families, educators, and communities. and/or the placement option(s) most likely to ensure
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the child’s success if after such efforts have been

b. recognizing the multiple assets all young children bring
exhausted, the current placement does not meet a
to the early learning program as unique individuals
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child’s needs, or the child is seriously jeopardizing the

and as members of families and communities.
ability of other children to benefit from the program
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c. partnering with families and communities to promote (Aspects of this principle may not apply in programs
those assets through cultural consistency, connections, that have a lawful mandate to provide services to a
and stability between the program and home. particular population of children).
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1.4—Be aware of and apply all program policies regarding our 1.9—Only utilize and integrate technology, interactive media,
obligations to children consistently, fairly, and without bias. and artificial intelligence when it is done intentionally,
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responsibly, and within the framework of developmentally

1.5—Use appropriate, and, to the extent possible, valid, appropriate practice, and particularly to support learning
unbiased, and reliable assessment systems, which include goals established for individual children, strengthen family
multiple sources of information, to understand and assess relationships, and provide equitable access for children with
children’s learning, development, and program experiences. special needs.
1.6—Treat child assessment information confidentially and 1.10—Involve all those with relevant knowledge (including
share this information only when there is a legitimate need family members and staff) in decisions concerning a child,
for it. making every effort to use families’ preferred language while
ensuring confidentiality of sensitive information.

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1.11—Not participate in practices that are emotionally 2.2—Work to create a respectful environment for and a
damaging, physically harmful, disrespectful, degrading, working relationship with all families.
dangerous, exploitative, or intimidating to children.
2.3—Make every effort to use two-way communication to
1.12—Not base high-stakes decisions, such as those related effectively communicate with all families in their preferred
to enrollment, retention, or assignment to special education language, calling upon external resources for translation and
services, on a single assessment, such as a test score or a interpretation, which may include responsible use of artificial
single observation. intelligence and interactive technology, when programs do not
have sufficient internal resources.
1.13—Not permit or participate in research that could hinder
the education, development, or well-being of children. 2.4—Apply all policies regarding obligations to families
consistently, fairly, and without bias.
1.14—Not participate in practices that discriminate against
children by denying benefits, giving special advantages, or 2.5—Provide families with complete, honest, and non-biased
excluding them from programs or activities based on their information concerning the program’s enrollment practices,

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abilities and identities (aspects of this principle do not apply in philosophy, policies, curriculum, assessment system, cultural
programs that have a lawful mandate to provide services to a practices, and personnel qualifications.
particular population of children).

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2.6—Positively respond to families’ requests to the extent
that the requests are congruent with program philosophy,
Creating Welcoming and Inclusive Early standards of good practice, and the resources of the program.
Childhood Education Communities
2.7—Interpret and communicate assessment information and

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Non-discrimination and inclusion principles throughout
results fairly, accurately, and in ways that convey the strengths
the Code of Ethics are designed to be consistently
of children as well as acknowledge the limitations of the
applied to children, families, and educators. With the
evaluation instruments. Guarantee that assessment results are
exception of programs that intentionally serve specific
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accessible to families.
age groups of children, and with the recognition that
aspects of non-discrimination principles do not apply in 2.8—Explain to families how data about their child will be
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programs that have a lawful mandate to provide services used, maintain confidentiality, and respect the family’s right
to particular populations, early childhood educators have to privacy, except in the case where a child’s welfare is at risk,
ethical responsibilities not to participate in practices that
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when it becomes permissible to share confidential information

discriminate against children, families, or other educators with agencies, organizations and/or individuals who have legal
on the basis of race, national origin, age, immigration responsibilities to intervene in the child’s interest.
status, preferred home language, medical condition,
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disability, marital status, family structure, sexual 2.9—Ensure that parents and legal guardians have access to
orientation of family members/caregivers, sex, gender their child’s records and classroom or program setting, except
identity, gender expression, or religious beliefs, faith in the case where access is denied by court order or other
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orientation, or other affiliations of their families. legal restriction.

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2.10—Inform the family of injuries and incidents involving

2. Ethical Responsibilities to Families their child, of risks such as exposures to communicable
diseases that might result in infection, and of occurrences that
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might result in emotional stress.

Families are the foundation of children’s development. As
families and early childhood practitioners typically share 2.11—Strive to be familiar with community resources and
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a common interest in a child’s well-being, early childhood support services; appropriately refer families as needed;
educators must recognize a primary responsibility to and follow up to ensure that services have been provided
communicate, cooperate, and collaborate with each child’s appropriately and received.
home, family, and community in ways that enhance that child’s
development and well-being. 2.12—Work proactively in cases where family members and/
or staff are in conflict with one another and to help all parties
We shall: involved express their particular needs and perspectives to
make informed decisions and to support family members in
2.1—Partner with families to ensure that each family is
doing the same.
involved in significant decisions affecting their child, and that
family input contributes to the planning and implementation
of the program and policies.

Draft Revision: Code of Ethics for Early Childhood Educators 7/16

2.13—Not involve children in research projects without fully b. If children are at risk or the situation does not
informing parents or legal guardians, and providing them with improve after it has been brought to the colleague’s
the opportunity to give or withhold consent without penalty. attention, we shall report the colleague’s unethical or
incompetent behavior through official channels and/or
2.14—Not use our relationship with a family for private to an appropriate authority.
advantage or personal gain or enter into relationships with
family members that might impair our judgement or have a 3A.5—Not participate in practices that discriminate against
negative impact on children. a colleague.

2.15—Not honor any request from a family that puts a child 3A.6—Not participate in practices that diminish our
in a situation that, in the context of professional expertise, colleagues’ reputations or impair their effectiveness in working
knowledge, and judgement, would create physical or with children and families.
emotional harm. In such instances, we shall communicate with
the family the reason(s) why the request was not honored and B—RESPONSIBILITIES TO EMPLOYERS

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work toward an alternative solution.
We shall:

3. Ethical Responsibilities

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3B.1—Follow all program policies. When we do not agree with
to Colleagues and Employers program policies, we shall attempt to effect change through
constructive action.
A caring, cooperative workplace respects human dignity,
3B.2—Inform the program’s administration or, when

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promotes professional satisfaction, and supports and sustains
necessary, other appropriate authorities, when we have a
positive relationships. Based upon our core values, our
concern about circumstances or conditions that impact the
primary responsibilities to colleagues, including staff and
quality of education and care within the program.
volunteers, and employers are to establish and maintain
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inclusive environments and respectful relationships that 3B.3—Speak or act on behalf of an organization only when
support meaningful work as well as each individual’s physical authorized by that organization; and take care to acknowledge
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and mental well-being. when we are speaking for the organization and when we are
expressing a personal judgement.
A—RESPONSIBILITIES TO COLLEAGUES
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3B.4—Be familiar with laws and regulations that serve to

We shall: protect the health and safety of children in our programs
and be vigilant in ensuring that these laws and regulations
3A.1—Recognize and honor the perspectives, strengths,
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are followed.
and contributions of our colleagues to the program.
3B.5—Not participate in practices that are in violation of
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3A.2—Honor confidentiality related to job performance, laws and regulations designed to protect the health and safety
and respect a right to privacy regarding personal and of children in our programs, and in the case that we become
personnel issues.
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aware of such violations, we shall take appropriate action

consistent with this Code.
3A.3—Exercise care by acknowledging and addressing
personal biases in expressing views regarding personal
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attributes or professional conduct. 4. Ethical Responsibilities

to Community and Society
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3A.4—Express concerns regarding colleagues’ behavior,

competence, fairness, ethics, or accuracy in a way that shows
respect for personal dignity and diversity. Early childhood education programs operate within the
context of their immediate community made up of families
a. As long as children’s well-being is not at risk, we shall and other institutions concerned with children’s well-being.
attempt to resolve the matter collegially and in a Our responsibilities to the community are to provide programs
confidential manner. that meet the diverse needs of families, to cooperate with
agencies and professions that share the responsibility for
children, to assist families in gaining access to those agencies
and allied professionals, and to assist in the development and
resourcing of community programs that are needed but not
currently available.

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As individuals, we acknowledge our responsibility to provide 4.4—Exercise caution particularly when recommending
the best possible programs of education and care for children commercial products or services.
and to conduct ourselves with honesty and integrity.
4.5—Inform ourselves about the systems, policies, and
Because of our specialized expertise in early childhood practices that contribute to inequitable and unethical
development and education and because the larger society outcomes for children, and work to change them.
shares responsibility for the welfare and protection of young
children, we acknowledge a collective obligation to advocate 4.6—Hire or recommend for employment persons whose
for children within early childhood programs and in the larger competence, qualifications, and character make them well-
community and to serve as a voice alongside young children suited for the position.
and families.
4.7—Make a case-by-case determination of whether to report
We shall: problems and disclose program identities to appropriate
authorities or the public. These determinations must be based

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4.1—Communicate openly and truthfully about the nature on a fair assessment of the evidence which concludes that a
and extent of services that we provide and be objective and program or agency that enacts policies or provides services
accurate in reporting the knowledge upon which we base intended to protect children’s health and safety or ensure

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our program practices to those served, the public, and with children’s well-being, is requiring employees to violate this
relevant oversight bodies. Code or failing to meet its obligations. If a fair assessment
determines that a public report is not necessary, this decision
4.2—Rely on our professional perspectives, relevant should not put children at risk.
experience, knowledge of child development, and standards

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of practice to provide informed opinions on issues, practices, 4.8—Not mislead families or the public by offering services
products, or programs. that we do not have the competence, qualifications, or
resources to provide.
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4.3—Ensure that any research we conduct appropriately
reflects the diversity of the population upon whom its results
may have future impact.
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Ethical responsibilities specific The next section examines Administrators’ ethical
responsibilities to coworkers and employers that are included
to program administrators in the Code of Ethical Conduct, Section III, Part A and Part
B and offers additional sets of ethical responsibilities unique
Administrators of programs for young children, including to early childhood program administrators, specifically
those operating, owning, or working in family child care addressing two areas of their professional relationships: (a)
settings, have a wide diversity of pedagogical and operational with personnel they supervise and/or employ, and (b) with
responsibilities. Program administrators face unique sponsoring agencies and governing boards.
responsibilities and ethical challenges in the course of
managing and guiding their programs and assume leadership ADMIN 1: ETHICAL RESPONSIBILITIES TO PERSONNEL
roles within and beyond their programs. Administrators
may be responsible for providing pedagogical leadership, We shall:
managing program operations, and representing the field to
the community. Admin 1.1—Provide staff members with safe and supportive

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working conditions, environments, and facilities that respect
As managers and leaders, they are called upon to build and human dignity and diversity, honor confidences, value
sustain relationships with a wide variety of constituencies; well-being, encourage professional growth, and facilitate

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share their professional knowledge and expertise with families, ethical decision-making.
personnel, governing boards, and others; demonstrate
empathy for the families and children they serve; and Admin 1.2—Make every effort to seek out and provide
communicate respect for the skills, knowledge, and expertise resources that ensure that all children, including those with

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of teaching staff, other personnel, and families. special needs, can benefit from the program.

Programs providing early education and care operate under Admin 1.3—Support and encourage personnel in their efforts
various public and private auspices with diverse governing to implement strengths-based programming that enhances
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structures, funding streams, missions, and levels and children’s positive and joyful learning and development.
mechanisms of oversight and accountability. Administrators
Admin 1.4—Work to achieve shared understandings between
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must be responsive to these various structures, while ensuring
families and staff members. In the case of disagreements,
the program’s stability and reputation through licensing,
we shall help all parties express their particular needs
participation in quality rating systems, and accreditation;
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and perspectives.
recruiting, selecting, orienting, and supervising personnel;
maintaining a safe and secure facility or home where children Admin 1.5—Seek out, value, and draw upon different
and staff can thrive; and following sound fiscal practices. kinds of education, training, professional experience, lived
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experience, and expertise held by personnel, when making

Administrators accept primary responsibility for executing
decisions concerning children and programs.
the program’s mission as well as developing and carrying
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out program policies and procedures that support that Admin 1.6—Provide access to continuing professional
mission. They also make a commitment to continue development and advancement, and work to ensure
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their own professional development and to support the that it reflects current research and is relevant to staff
continuing education of the personnel in the program they members’ responsibilities.
lead. Administrators may also support educators and staff
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in being advocates for all children, and may participate Admin 1.7—Provide training for and hold program staff
in their own advocacy capacity in helping children and accountable for knowing and following all relevant standards
and regulations.
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families gain equitable access to high-quality, inclusive early

learning environments.
Admin 1.8—Develop and maintain written policies for the
Given the nature and complexity of their responsibilities, protection of confidentiality and the disclosure of children’s
administrators often face additional ethical challenges, records, which shall be made available to all program
particularly when conflicts surface in the areas of enrollment personnel and families.
policies; dealings with personnel; and competing obligations
a. Disclosure of children’s records beyond parents or
to families, licensing and monitoring agencies, governing
legal guardians, program personnel, and consultants
boards, sponsoring and fiscal agencies, and others in
having an obligation of confidentiality shall require
the community.
familial consent (except in cases of suspected abuse or
neglect).

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Admin 1.9—Develop and maintain comprehensive and Admin 1.16—Be accurate and truthful in making personnel
clearly stated, written personnel policies that define program evaluations, judgements, and references.
standards and expectations, are given to all new staff
members, and are easily accessible and available for review by Admin 1.17—Not make hiring, retention, termination, and
all staff members. promotion decisions based on an individual’s identities.

Admin 1.10—Apply all policies regarding work with Admin 1.18—Not allow staff to implement activities or
personnel consistently, fairly, and without bias. practices that put any child in a situation that creates physical
or emotional harm.
Admin 1.11—Appropriately address incidents that are not
consistent with our policies. ADMIN 2: ETHICAL RESPONSIBILITIES TO
SPONSORING AGENCIES AND GOVERNING BODIES
Admin 1.12— Be familiar with and observe laws and
regulations that pertain to employment discrimination, We shall:

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and make hiring, retention, termination, and promotion
decisions based solely on a person’s competence, professional Admin 2.1—Review all program policies set forth by
preparation, record of accomplishment, and ability to carry sponsoring agencies and governing bodies to ensure that they

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out the responsibilities of the position. are in the best interest of the children.

Admin 1.13—Be familiar with and abide by the rules and Admin 2.2—Comply with all relevant regulations and
regulations developed by unions or other groups representing standards that support quality care and education for young
the interests or rights of personnel. children and families.

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Admin 1.14—Evaluate the performance of all staff. Admin 2.3—Do our jobs conscientiously, attending to all
areas that fall within the scope of our responsibilities.
a. Inform staff whose performance does not meet
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program expectations about areas of concern and, Admin 2.4—Manage resources responsibly and accurately
when possible, assist them in improving their account for their use.
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performance by providing additional supports and Admin 2.5—Evaluate our programs using agreed-upon
coaching. standards and report our findings to the appropriate authority.
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b. Inform staff about grievance procedures if they do not

Admin 2.6—Thoroughly and honestly communicate
agree with their performance evaluation.
necessary information, while making every effort to preserve
Admin 1.15—Conduct personnel dismissals, when necessary, confidentiality in the absence of a compelling reason.
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in accordance with all applicable laws and regulations.

Admin 2.7—Express our professional concerns about
a. Inform staff who are dismissed of the reasons for directives from the sponsoring agency or governing body when
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termination. we believe that a mandated practice is not in the best interest

of children.
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b. When dismissal is for cause, ensure there is evidence

of inadequate or inappropriate behavior that is
current, accurately documented, and available for
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review.
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Draft Revision: Code of Ethics for Early Childhood Educators 11/16

Ethical responsibilities specific Although this section is rooted in the ethical responsibilities
and recurring ethical dilemmas that early childhood teacher
to adult educators in professional educators face in associate and baccalaureate and graduate
preparation programs degree-granting institutions, many of its provisions are equally
applicable to early childhood educators who provide access to
Adult educators working in professional preparation and credentials, nondegree professional learning opportunities,
training programs maintain a primary responsibility to the and mentoring to adults in early childhood education and
development of knowledge, skill, and dispositions in adult care settings.
learners, which furthers their ultimate commitment to the
well-being, learning, and development of young children. PREP 1: ETHICAL RESPONSIBILITIES TO ADULT
LEARNERS IN TRAINING CLASSES AND HIGHER
Their work includes related and intertwined obligations to
EDUCATION COURSES
support and nurture adult learners and to provide caring and
competent professionals to work with young children and
We shall:

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their families.
Prep 1.1—Provide learning experiences that are consistent
As to the obligation to help develop caring and competent
with the best practices for adult learners and that are

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professionals, those facilitating educator preparation and
responsive to the strengths, needs, learning styles, cultures,
professional development must look to the Professional
languages, practice settings, and stages of development of
Standards and Competencies for Early Childhood Educators,
adult learners at all points in their educational journey.
which presents the essential body of knowledge, skills,
dispositions, and practices required of all early childhood Prep 1.2—Provide sound educational experiences for adult

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educators working with children from birth through age 8, learners that enable them to understand and nurture the
across all early learning settings. Likewise, the Advancing optimal development of children, communicate with and
Equity in Early Childhood Education position statement lays provide support for families, and attend to their own health
V
out eight key recommendations focused on preparing current and well-being.
and prospective early childhood educators to provide equitable
learning opportunities for all children. Prep 1.3—Inform learners of conduct and work expectations,
E
including institutional standards for writing, performance,
With these supports, and as they fulfill their day-to-day and academic integrity, including the responsible use and
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responsibilities focused primarily on the professional integration of artificial intelligence.

preparation and development of adult learners, teacher
educators and professional development specialists Prep 1.4—Honor confidentiality, sharing only necessary
encounter some unique ethical challenges in the context of a information about an adult learner, only to those who need to
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complex network of relationships, including those with sites know, and only through appropriate professional channels.
providing practicum experiences, employing institutions
Prep 1.5—Build into all required training minimum required
F

of higher education, and agencies that provide professional

levels of demonstration of understanding and competence, and
development. These entities, agencies, and institutions also
give all learners equitable pathways to succeed, demonstrate
A

have ethical obligations to early childhood education students,

competence, and perform at high levels.
teachers, and faculty members, but again, those obligations
are beyond the scope of this Code of Ethics. Prep 1.6—As applicable, ensure adult learners have in-person
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and, where necessary, virtual access to practicum settings,

Therefore, this section is designed specifically to set
including centers, schools, and family child care homes,
forth a conception of early childhood teacher educators’
where staff are qualified to work with young children, where
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professional, ethical responsibilities in the context of three

mentors can successfully support adult learners, and which to
relationships with:
the greatest extent possible reflect the diverse communities in
a. adult learners; which adult learners will be working.

b. sites providing practicum experiences, and Prep 1.7—Provide and recommend the use of institutional
and additional support for adult learners, including but not
c. institutions of higher learning, and agencies that limited to dual language learners and multilingual adult
provide professional learning opportunities. learners, who have the potential to work effectively with young

Draft Revision: Code of Ethics for Early Childhood Educators 12/16

children but have difficulty meeting academic standards, Prep 2.4—Honor confidentiality, guard the privacy of the
as well as those who demonstrate academic excellence but programs, its teachers, families, and children—including
experience difficulty working with young children in practice. on all social media platforms—and instill in adult learners a
professional obligation to do the same.
Prep 1.8—Help adult learners identify alternative educational
paths and goals when after we have made concerted efforts to Prep 2.5—Make every effort to move adult learners to
work with the adult learners, it becomes apparent that they are more appropriate placements in the event that a practicum
not able to benefit from our training, class, or program. placement is not supporting adult learners’ professional
development or is not beneficial to the student or children.
Prep 1.9—Support adult learners who come to us with
concerns about a colleague’s competence, fairness, ethics, or PREP 3: ETHICAL OBLIGATIONS TO INSTITUTIONS
accuracy by helping them clarify their concerns, and deciding OF HIGHER LEARNING AND AGENCIES PROVIDING
and following through on a course of action to address TRAINING
the problem.

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We shall:
Prep 1.10—Not sell products and/or services from which
we stand to gain financially in professional development Prep 3.1— Offer professional learning and instruction only in

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unless they are relevant, serve educational goals, and we have areas in which we have or can obtain appropriate experience
explicitly stated this connection at the outset of the training. and expertise.

Prep 1.11—Not allow adult learners to pass a course or move Prep 3.2—Ensure that relevant course and training content is
to the next level of professional credentialing if they have not aligned to the Professional Standards and Competencies.

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demonstrated expected levels of knowledge and competence
Prep 3.3—Respect the integrity of courses by following
in course or training content or if they do not demonstrate
approved course descriptions and updating content based on
the ability to relate positively and effectively with children
up-to-date research.
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and families.
Prep 3.4—Evaluate adult learners fairly and without bias,
Prep 1.12—Not allow adult learners to complete a
using those standards that are congruent with the mission of
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program if we have direct evidence that they may cause
our institution and regarded as accepted practice in the field.
harm by endangering children’s physical, emotional, or
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psychological well-being. Prep 3.5—Keep roles separate when our involvement

with an adult learner involves more than one role (e.g.,
PREP 2: ETHICAL RESPONSIBILITIES TO PRACTICUM instructor, employer, supervisor), and provide decisions,
SITES
recommendations, and give feedback appropriate to the
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different contexts.
We shall:
F

Prep 2.1—Clearly state all parties’ roles and responsibilities

and prepare adult learners, mentors, and administrators for
A

practicum experiences.

Prep 2.2—Recognize and respect the reciprocal relationship

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between the early childhood program and the institution of

higher education, and work to be a partner in addressing
needs and providing appropriate support for all parties’ efforts
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to fulfill their roles and meet program expectations.

Prep 2.3—Ensure that qualified personnel conduct regular

supervision of practicum experiences in order to support
professional development of adult learners and monitor the
welfare of children.

Draft Revision: Code of Ethics for Early Childhood Educators 13/16

Appendix A: Glossary of Terms
NAEYC reviews common terms used on a periodical basis and updates guidance as needed. This
list of terms was adapted from existing position statements, including the current Code of Ethics,
DAP, and Advancing Equity in Early Childhood Education position statements. We specifically
welcome feedback on included terminology and language, along with feedback on the rest of the
draft statement.

Ability: The means or skills to do something. In this position Colleague: A fellow early childhood educator, administrator,
statement, we use the term “ability” more broadly than the or adult educator, including co-workers and volunteers,
traditional focus on cognition or psychometric properties who may or may not be employed by one’s own program

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to apply across all domains of development. We focus and or institution.
build on each child’s abilities, strengths, and interests,
acknowledging disabilities and developmental delays while Core Values: Commitments held by a profession that are

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avoiding ableism. consciously and knowingly embraced by its practitioners
because they make a contribution to society. There is a
Adult Learners: Adult learners, both preservice and in- difference between personal values and the core values of
service, who work in or are preparing to work in settings a profession.

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that provide education and care for young children from
birth through 8 years of age. In the context of this position Early Childhood Adult Educator: A professional
statement, adult learners can include high school and college who teaches early childhood educators in an institution of
students under 18 years of age who meet the definition of higher education (includes adjunct faculty) and those who
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“working in” or “preparing to work in” settings that provide conduct not-for-credit training for the early education and
education and care for young children birth through age 8. care workforce.
E
Administrator: An individual responsible for planning, Ethical Dilemma: A moral conflict that involves
implementing, and evaluating an early childhood determining appropriate conduct when an individual faces
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education program, for infants and toddlers, preschoolers, conflicting professional values and responsibilities.
kindergarteners, or children in primary grades. The
Ethical Responsibilities: Behaviors that one must or
administrator’s setting may vary, and may include a child care
must not engage in. Ethical responsibilities are clear-cut and
center, family child care home, or school. The administrator’s
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are spelled out in the Code of Ethical Conduct (for example,

title may vary, depending on the program type or sponsorship
early childhood educators should never share confidential
of the program. Common titles include director, family child
information about a child or family with a person who has no
F

care owner or operator, site manager, administrator, program

legitimate need for knowing).
manager, early childhood coordinator, and principal.
A

Ethics: The study of right and wrong, or duty and obligation,

Bias: Attitudes or stereotypes that favor one group over
that involves critical reflection on morality and the ability
another. Explicit biases are conscious beliefs and stereotypes
to make choices between values and the examination of the
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that affect one’s understanding, actions, and decisions;

moral dimensions of relationships.
implicit biases also affect one’s understanding, actions, and
decisions but in an unconscious manner. Implicit biases reflect Equity: The state that would be achieved if individuals
D

an individual’s socialization and experiences within broader fared the same way in society regardless of race, gender,
systemic structures that work to perpetuate existing systems of class, language, disability, or any other social or cultural
privilege and oppression. An anti-bias approach to education characteristic. In practice, equity means all children and
explicitly works to end all forms of bias and discrimination. families receive necessary supports in a timely fashion
so they can develop their full intellectual, social, and
physical potential.

Draft Revision: Code of Ethics for Early Childhood Educators 14/16

Equitable learning opportunities: Learning opportunities Inclusion: Embodied by the values, policies, and practices
that not only help each child thrive by building on each one’s that support the right of every infant and young child and
unique set of individual and family strengths—including their family, regardless of ability, to participate in a broad
cultural background, language(s), abilities and disabilities, and range of activities and contexts as full members of families,
experiences—but also are designed to eliminate differences communities, and society. The desired results of inclusive
in outcomes that are a result of past and present inequities experiences for children with and without disabilities and
in society. their families include a sense of belonging and membership,
positive social relationships and friendships, and development
Family: While early childhood educators and administrators and learning to help them reach their full potential.
have specific obligations to parents and legal guardians
outlined in the Code, a child’s family is defined broadly for Mentor: An experienced early childhood professional who
the purposes of this Code to include any combination of two may work adult learners in an early childhood program and
or more persons who are bound together over time by ties of who provides guidance and counsel.
mutual consent, birth, and/or adoption or placement, and

N
who, together, assume some key responsibilities for the raising Morality: Peoples’ views of what is good, right, and proper;
and nurturing of children. their beliefs about their obligations; and their ideas about how
they should behave.

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Gender identity and expression: A social concept that
reflects how individuals identify themselves. Traditionally Professional Ethics: The moral commitments of a
viewed as a binary category of male/female linked to an profession that involve moral reflection that extends and
individual’s sex, gender identity and expression can be enhances the personal morality practitioners bring to

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viewed by current science as fluid and expansive. Cisgender their work, that concern actions of right and wrong in the
individuals develop a gender identity that matches their legal workplace, and that help individuals re- solve moral dilemmas
designation. Transgender individuals are those whose gender they encounter in their work.
identity and/or expression differs from cultural expectations
V
Values: Qualities or principles that individuals believe to be
based on their legal designation at birth.
desirable or worthwhile and that they prize for themselves, for
others, and for the world in which they live.
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These appendices will be updated for the final Code of Ethics
position statement; in this draft, the Governing Board and
Workgroup are seeking comments from the field that are
focused on the core content of the Code of Ethics.

Appendix B: Theoretical and Philosophical

Grounding and Considerations

Appendix C: History and Context

Appendix D: Sources

Appendix E: Acknowledgements and Workgroup

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