Sunday, October 24, 2010

Ethical Responsibilities to Children


Childhood is a unique and valuable stage in the
human life cycle. Our paramount responsibility is to
provide care and education in settings that are safe,
healthy, nurturing, and responsive for each child. We
are committed to supporting children’s development
and learning; respecting individual differences; and
helping children learn to live, play, and work cooperatively.
We are also committed to promoting
children’s self-awareness, competence, self-worth,
resiliency, and physical well-being.

Ideals

I-1.1
childhood care and education and to stay informed
through continuing education and training.
—To be familiar with the knowledge base of early

I-1.2
and research in the field of early childhood
education, child development, and related disciplines,
as well as on particular knowledge of each child.
—To base program practices upon current knowledge

I-1.3
abilities, and potential of each child.
—To recognize and respect the unique qualities,

I-1.4
their dependence on adults.
—To appreciate the vulnerability of children and

I-1.5
that foster children’s social, emotional, cognitive, and
physical development and that respect their dignity
and their contributions.
—To create and maintain safe and healthy settings

I-1.6
that are appropriate for the children to be assessed,
that are used only for the purposes for which they
were designed, and that have the potential to benefit
children.
—To use assessment instruments and strategies

I-1.7
and support children’s development and learning, to
support instruction, and to identify children who may
need additional services.
—To use assessment information to understand

I-1.8
learn in an inclusive environment that meets the
needs of children with and without disabilities.
—To support the right of each child to play and

I-1.9
including those with special needs, have access to the
support services needed to be successful.
—To advocate for and ensure that all children,

I-1.10
ethnicity, and family structure are recognized and
valued in the program.
—To ensure that each child’s culture, language,

I-1.11
language that they know, as well as support children
in maintaining the use of their home language and in
learning English.
—To provide all children with experiences in a

I-1.12
smooth transition as children and families move from
—To work with families to provide a safe and
one program to the nex

* There is not necessarily a corresponding principle for each ideal.
t.Copyright ©

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