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.

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