Using the NAEYC’s Code of Ethic as our GPS system on how to support children’s well-being.
Code 1.3- Support children’s well-being by:
a. encouraging the development of strong bonds and trusting relationships between and among children, families, educators, and communities.
b. recognizing the multiple assets all young children bring to the early learning program as unique individuals and as members of families and communities.
c. partnering with families and communities to promote those assets through cultural consistency, connections, and stability between the program and home.
Spending energy on building strong, healthy, trusting relationships is an important strategy for educators. Children feel more comfortable in the classroom when they feel like they belong and when they believe that their teacher/caregiver and their parent/s have a friendly, and warm relationship (Berns, 2013).
Code 1.3- a. Spending time building relationships and connecting with each child and their families will help in classroom management. As educators, it is important to spend time each day greeting the children and parents when possible. The children are less likely to behave inappropriately if they:
1. Have a connection with the teacher/leader and
2. Believe that they are genuinely cared about
Code 1.3- b. It is important to look for the strengths of each child. This is called “strengths-based education” and is a desired practice. When we find out what a child naturally does well, we can let them lead with and practice this skill. This is contrasted with weakness led education, where educators find out what the child does NOT do well and then requires that the child practice it over and over. The latter can be deflating to their self-esteem and can cause children to dislike these activities.
Code 1.3- c. Building community must be a priority for educators. According to an educational theorist named Margaret Brenfield, to build community, every member must feel valued or that they bring value to the group. In addition, every member needs to have a connection with one or more members of the community. She presented this theory much like a mathematical equation.
Value (Everyone is seen as a valuable member) + Connection = Community (Healthy relationships and a thriving group)
This formula is applicable in many situations, and it completely supports the notion that we must promote community through cultural consistency, connections, and stability between the program and home.
Code 1.4- Be aware of and apply all program policies regarding our obligations to children consistently, fairly, and without bias.
We must recognize that it is our responsibility to ensure that our profession and our classrooms are effectively supporting diverse, equitable, and inclusive practices. It is also our responsibility to become familiar with any administrative goals put forth in our places of employment. Be sure to ask administration if there are written policies or an employee handbook. Also, carefully read any state or federal guidelines at the school (For example: mandated reporter instruction, Title 22 regulations, Title 5 regulations, etc.).
Code 1.5- Use appropriate, and, to the extent possible, valid, unbiased, and reliable assessment systems, which include multiple sources of information, to understand and assess children’s learning, development, and program experiences.
For an assessment to be authentic, it is important to assess children from multiple methods, various sources, and over multiple points in time (Jablon, Dombro, & Dichtelmiller, 2007).
Code 1.6- Treat child assessment information confidentially and share this information only when there is a legitimate need for it.
Keep all files, records, assessments, etc. in a locked file cabinet, where the information can be kept confidential. Speak about children’s developmental assessments with only with qualified personnel, in a confidential environment.
Code 1.7- Be familiar with the risk factors for, and signs of child abuse and neglect, including physical, sexual, verbal, and emotional abuse and physical, emotional, educational, and medical neglect.
a. Be familiar with the ways in which reporting suspected abuse and neglect may be unjustly influenced by biases and stereotypes having a disproportionate impact on under-resourced communities, communities of color, and persons with disabilities.
b. Follow state laws and community procedures (including reporting, informing, resource connections, community supports, and follow-up) that protect children against abuse and neglect when we have reasonable cause to suspect child abuse or serious neglect.
c. Assist in taking appropriate action or informing a parent and/or others who can act when another person shares a suspicion that a child is being abused or neglected
Code 1.8- Strive to prevent, limit, and eliminate suspensions and expulsion of children in early childhood settings.
a. Strive to build individual relationships with each child; make individualized adaptations and transition plans in teaching strategies, learning environments, and curricula; and consult with the family so that each child benefits from the program.
b. Collaborate with the child’s family and appropriate specialists to determine the additional services needed and/or the placement option(s) most likely to ensure the child’s success if after such efforts have been exhausted, the current placement does not meet a child’s needs, or the child is seriously jeopardizing the ability of other children to benefit from the program (Aspects of this principle may not apply in programs that have a lawful mandate to provide services to a particular population of children).
We must make every attempt prevent suspensions and expulsions of children. Policies for discipline and guidance must be written and posted in the Parent Handbook and the Employee Handbook. Developmentally appropriate support must be given for challenging behaviors and Behavior Support Plans should be written for individual children, when needed for particular behavior issues. We should attempt to resolve behavior issues with current teaching strategies, in consultation with the families. When additional support is needed, we should consult with appropriate specialists. If efforts have been exhausted and the current placement does not meet a child’s needs, or the child is seriously jeopardizing the ability of other children to benefit from the program, we may have to ask a child to leave the program. It is always disappointing when this must occur.
Code 1.9- Only utilize and integrate technology, interactive media, and artificial intelligence when it is done intentionally, responsibly, and within the framework of developmentally appropriate practice, and particularly to support learning goals established for individual children, strengthen family relationships, and provide equitable access for children with special needs.
Intentionality is once again an important word. When implementing technology in the classroom, media must be well thought out and connected to the curriculum. It should always be developmentally appropriate. In addition, safety restrictions should be in place to prevent children from seeing inappropriate internet content. Moreover, not all children have access to technology in their homes and giving children opportunity to use technology may provide electronic access equity. Children in poverty often do not have access to technology; and thus, may be at an academic disadvantage when entering elementary school with technologically advantaged peers.
Code 1.10- involve all those with relevant knowledge (including family members and staff) in decisions concerning a child, making every effort to use families’ preferred language while ensuring confidentiality of sensitive information.
Parents and guardians must have the opportunity to have influence over the decisions in their child’s education.
Code 1.11- Do not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children.
This also refers to Code 1.1. Do no harm to children.
Code 1.12- Do not base high-stakes decisions, such as those related to enrollment, retention, or assignment to special education services, on a single assessment, such as a test score or a single observation.
This refers back to Code 1.5. Remember for an assessment to be authentic, it is must be completed from multiple methods, various sources, and over multiple points in time, by qualified professionals (Jablon, Dombro, & Dichtelmiller, 2007).
Code 1.13- Do not permit or participate in research that could hinder the education, development, or well-being of children.
Many higher education institutions have Human Subjects Review Committees in place. These committees are involved with overseeing educational research to ensure that the studies are safe. The Human Subject’s Review Committee attempts to eliminate, or at least reduce, the possibility that participants will experience harm during the study. In laboratory schools on college campuses, it is common for research projects to be completed. It is imperative that if research is being done, the participants’ well-beings must be considered foremost.
Code 1.14- Do not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities based on their abilities and identities (aspects of this principle do not apply in programs that have a lawful mandate to provide services to a particular population of children).
Educators must work hard to help all children feel that they are valuable members, with meaningful relationships, in the learning community. The NAEYC Code of Ethics (2024) provides educators with a clear guide on appropriate treatment of children. The next chapter will investigate the NAEYC’s guidelines for professional relationships with families.
