5.2: Ethical Responsibilities to Community and Society

Let’s Take a Deeper Look

We recognize the importance of our ethical responsibilities to our communities and society which are grounded in the belief that educators play a vital role not only in shaping individual children but also in building a more just, equitable, and compassionate society (Child Care Information Exchange, 2008).

4. Ethical Responsibilities to Community and Society

Early childhood education programs operate within the context of their immediate community made up of families and other institutions concerned with children’s well-being. Our responsibilities to the community are to provide programs 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.

As individuals, we acknowledge our responsibility to provide the best possible programs of education and care for children and to conduct ourselves with honesty and integrity.

Because of our specialized expertise in early childhood development and education and because the larger society shares responsibility for the welfare and protection of young children, we acknowledge a collective obligation to advocate for children within early childhood programs and in the larger community and to serve as a voice alongside young children and families.

We shall:

Code 4.1- Communicate openly and truthfully about the nature and extent of services that we provide and be objective and accurate in reporting the knowledge upon which we base our program practices to those served, the public, and with relevant oversight bodies.

In every agency’s Parent Handbook, there should be clear statements with details of the services provided: hours, days of the week, holidays, late policy, medical policies, emergency care polices, food policies, cubby space policies, napping gear policies, diaper and wipes policies, toilet training policies, extra clothes policies, etc. In addition, the handbook should have a page on the staff and their experience, education, and any special trainings for reassuring parents that their child/children are with well qualified staff. Some of this information should be posted on a wall in the office as a potential way to inform potential applicants. Also, any flyers or advertisement available to the public should accurately portray the services provided.

Code 4.2- Rely on our professional perspectives, relevant experience, knowledge of child development, and standards of practice to provide informed opinions on issues, practices, products, or programs.

In WestEd’s Program for Infant Toddler Care (PITC), four things are needed to build a strong foundation in ECE, previously discussed in chapter 3 (Mangione, 1990).

1. Study/know child development

2. Become sensitive and responsive to children’s needs

3. Get to know the families and the culture of the community

4. Be a reflective educator (develop self-awareness)

Code 4.3- Ensure that any research we conduct appropriately reflects the diversity of the population upon whom its results may have future impact.

Research participants should be representative of the population and/or community. Without this balanced ratio, research can be come biased and is not an accurate reflection of the community.

Code 4.4- Exercise caution particularly when recommending commercial products or services.

Many families trust and look up to educators; thus, their opinions matter. What is said by educators, what is done by educators, and who is endorsed by educators, can be highly influential. Recommendations can sway opinions. What if someone or a service is recommended and then a family has a problem with the services? We should be thoughtful and cautious when making recommendations and/or endorsements.

Code 4.5- Inform ourselves about the systems, policies, and practices that contribute to inequitable and unethical outcomes for children, and work to change them.

It is our responsibility to be aware of issues that are inequitable and unethical. As educators, we are child advocates, and it is our responsibility to advocate for the rights of the children. Advocacy in early childhood education is something that is practiced in everyday work, whether it's supporting children, communicating with families, or championing resources within the community. Child advocates help to create a stronger, more supportive environment for young learners (NAEYC, 2025).

Code 4.6- Hire or recommend for employment persons whose competence, qualifications, and character make them well-suited for the position.

We must hire the candidate who is most qualified and best suited for the position and that we do not give anyone private hiring advantages.

Code 4.7- Make a case-by-case determination of whether to report problems and disclose program identities to appropriate authorities or the public. These determinations must be based on a fair assessment of the evidence which concludes that a program or agency that enacts policies or provides services intended to protect children’s health and safety or ensure children’s well-being, is requiring employees to violate this Code or failing to meet its obligations. If a fair assessment determines that a public report is not necessary, this decision should not put children at risk.

One of the most difficult parts of being an educator is reporting suspected abuse, neglect, or inappropriate treatment to appropriate authorities or public agencies. We may feel nervous and question whether the situation is reportable or not and second guess ourselves. This can cause serious internal conflict because confrontation can be extremely uncomfortable. However, we are not required to “prove” anything; we are only required to report our suspicions. An example of this is when reporting to Child Welfare Services (CWS), previously called Child Protective Services (CPS), we are only required to supply facts, as we understand them, and then let CWS/CPS do the investigation. We are not investigators, but if a school has policies or provides services that is requiring employees to violate the law and/or fails to meet the health, safety, and well-being obligations for children, we must report our concerns to local law authorities, Child Welfare Services, State Licensing, etc.

Code 4.8- Not mislead families or the public by offering services that we do not have the competence, qualifications, or resources to provide.In education, it is great to lead with strengths, but we must be honest about what we can and cannot do. It is better to be clear that you don’t know something or that you are unable to provide services, than it is to promise services that we are not capable of providing. Be clear and honest about what services are provided and never promise parents and/or staff services that cannot performed.