Code

of Ethics
About
Early Education

Early Education is the leading independent national development are equally important and inter-
charity supporting families and the professional connected.
development of practitioners working in the Early Education supports families and early
maintained, private, voluntary, independent and childhood practitioners across all early childhood
home based settings to ensure effective early education settings in order to deliver effective
childhood education experiences of the highest learning and care that is underpinned with a robust
quality across the United Kingdom. understanding of the development of young
Every child deserves the best possible start in life children.
and support to fulfil their potential. A child's We believe effective early childhood education
experience in the early years has a major impact requires:
on their future life chances. A secure, safe and u a relevant curriculum and practitioners who

happy childhood is important in its own right, and understand and are able to implement the
provides the foundation for children to make the individual learning of each unique child.
u practitioners across all early childhood
most of their abilities and talents as they grow up.
education settings to understand that children

Our Principles:
develop rapidly - physically, intellectually,
emotionally and socially - but at varying rates.
Early Education believes: Children are entitled to provision that supports and
u every child is a competent learner from birth extends knowledge, skills, understanding and
who can be resilient, capable, confident and self- confidence that helps them to counter and
assured overcome disadvantage.
u children learn to be strong and independent We believe effective early childhood education
from a base of loving and secure relationships should:
u the environment plays a key role in supporting u build on what children already know and can
and extending children's development and learning do. Babies and young children are individuals first,
u children develop and learn in different ways and each with unique talents and abilities. Schedules
at different rates. All areas of learning and and routines should acknowledge the child's
needs. In order to meet the child's needs children to new
should be observed to understand and respond to and better
their current interests, stage of development and understandings
level of learning. and ways of
u acknowledge that parents are children's first and doing things. Adult
most enduring educators. When parents and support in this
practitioners work together, the results have a process enhances their
positive impact on children's development and ability to think critically and
learning. ask questions.
u value and respect the diversity of individuals and
communities and ensure that no child or family is A rich and varied environment supports children's
discriminated against. learning and development through experiences
To be effective, those designing and delivering and activities that are challenging yet achievable.
an early childhood education curriculum It gives children the confidence to explore and
framework should understand: learn in safe and secure, yet challenging, indoor
u children's exploration through play reflects and outdoor spaces.
their wide ranging and varied interests and pre-
occupations. In their play, children learn at their Children's health is an integral part of their
highest level. Play with their peers is an important emotional, intellectual, social, environmental and
aspect of their own development spiritual well being and is supported by attention to
u children learn best through physical and these aspects. Young children are vulnerable. They
intellectual challenges. Active learning involves develop resilience when their physical and
other people, objects, ideas and events that psychological well-being is protected by adults
engage and involve children for sustained periods and when their learning environment is supported
u when children have the opportunities to play to work in partnership with other settings, other
with ideas in different situations and with a variety professional disciplines and with individuals and
of resources, they discover connections and come groups in the community
About the
Code of Ethics

This Code of Ethics has been co-ordinated by u Early childhood professional: A person who
Professor Iram Siraj-Blatchford, Professor of Early works professionally with or on behalf of children
Childhood at the Institute of Education, University and families in early childhood environments.
u Communities: Groups of people who identify as
of London and former President of Early
Education, with support from Holly McGlynn and a having shared values and intentions. These groups
small working group drawn from the Trustee Board are recognised as complex, being simultaneously
of Early Education. It has also been reviewed by connected by commonality and diversity.
the Vice Presidents of Early Education.
u Employer: An individual or organisation which
It draws from and is informed by the codes of
employs early childhood professionals.
ethics of Early Childhood Australia (ECA) and the
National Association for the Education of Young u Volunteer: An individual or organisation which
Children (NAEYC). works with children in the early childhood field.
The concept of ethics is complex. This code of u Student: A person undertaking study at any
ethics should be used to guide professional level in a secondary, further or higher education.
behaviour and as principles to inform individual
u Code of Ethics: Defines the core values of the
and collective decision making. It is not intended
early childhood field and provides guidance for
to provide prescriptive solutions to moral and
what professionals should do when they encounter
ethical dilemmas. The following definitions and
conflicting obligations or responsibilities in their
glossary acts as guidance and should be used to
work.
stimulate discussion and debate to enhance
personal understanding. u Values: Qualities or principles that individuals
believe to be desirable or worthwhile and they
Definitions prize for themselves, for others, and for the world
u Children: children between the ages of birth and in which they live.
eight years. u Core Values: Commitments held by early

u Families: The people who have significant care childhood professionals that are consciously and
responsibilities for and/or kinship relationships with knowingly embraced because they make a
the child. contribution to society.
u Morality: Peoples' views of what is right, and
wrong; their beliefs and their ideas about how they
should behave.
u Ethics: The study of right and wrong, that
involves critical reflection on morality and the
ability to make choices between values and the
examination of the moral dimensions of
relationships.
u Professional Ethics: The moral commitments of
a profession that involve moral reflection that
extends and enhances the personal morality
practitioners bring to their work, that concern
actions of right and wrong in the workplace, and
that help individuals resolve moral dilemmas they
encounter in their work.
u Ethical Dilemma. A moral conflict that involves
determining appropriate conduct when an
individual or organisation faces conflicting
professional values and responsibilities.
Code of
Ethics:
children with and without disabilities.
10. Provide all children with a language that they
know, as well as support children in maintaining
the use of their home language and in learning
English.
11. Advocate and ensure that children are not
discriminated against on the basis of gender, age,
ability, economic status, family structure, lifestyle,
ethnicity, religion, language, culture or national
origin.

In relation to families:
This code of ethics places the utmost importance 1. Develop relationships of mutual trust with
on the protection and well being of children and positive, open and honest communication.
families. Taking action to counteract unethical 2. Accept the family's right to make decisions (or
practice is therefore the responsibility of every be involved ) about their own children.
early childhood professional. 3. Maintain respect and the family's right to
confidentiality.
In relation to children: 4. Learn from families so that they can build on
their strengths and be supported in their role of
1. Respect the rights of children as laid out in the
nurturing children.
United National Convention on the Rights of the
5. Respect the dignity and preferences of each
Child (1991) and commit to endorsing these rights.
family and endeavour to learn about their structure
www.unicef.org/crc
and lifestyle, culture and customs, language,
2. Recognise and respect the individual qualities
religion and beliefs.
and potential of each child and that they are active
citizens participating in different communities. 6. Share information about the child's education
3. Understand the vulnerability of children and their and development with families and help them
dependence on adults understand and appreciate the current knowledge
base of the early childhood profession.
4. Help children understand that they are global
citizens with shared responsibilities to the 7. Support the continuing development of parents'
environment and humanity. skills to enhance their understanding of their
5. Create and maintain safe and healthy children.

In relation to communities:
environments which foster children's social,
emotional, cognitive and physical development
which respect their contributions to communities 1. Learn about the communities we work with their
and their dignity. priorities and needs and ensure that our work with
6. Respect the relationship between children and the children reflects these.
families and acknowledge this in all interactions 2. Promote shared and informed aspirations
with children. among communities which benefit children's
7. Ensure that all children and their families with happiness, health, enjoyment and wellbeing.
special needs and disabilities have access to 3. Advocate the implementation of laws and
appropriate support services. policies that promote child and family-friendly
8. Ensure that each child's culture, language, communities.
ethnicity, and family structure are acknowledged 4. Promote developmentally and culturally
and valued. appropriate knowledge and understanding of
9. Advocate the right of each child to play and young children as well as their individual needs.
learn in an environment that meets the needs of 5. Use knowledge and research to advocate for an
environmentally safe world in which all children 4. Implement strategies that encourage and
receive health care, food, shelter, are nurtured and empowers students to make positive contributions
live free from violence and abuse in their home and to the workplace.
communities. 5. Maintain confidentiality in relation to students.
6. Promote multi agency working and cooperation 6. Provide students with professional opportunities
among professionals concerned with addressing and resources so that they can demonstrate their
issues in health, education and care, and well- abilities.
being of young children, their families and their 7. Demonstrate this code of ethics to students
early childhood educators. through practical experience so that they adhere to

In relation to employers:
these standards in the workplace.

1. Adhere to lawful policies and procedures and In relation to my profession:

when there is conflict, attempt to effect change 1. Keep updated with research, theory, content
through constructive action within the organisation knowledge, high-quality early childhood practices
or seek change through appropriate procedures.
and understanding of children and families.
2. Do nothing to diminish the reputation of the
2. Be aware of, and if appropriate challenge
work unless it violates the laws and regulations
the power dimensions within professional
designed to protect children or this code of ethics.
relationships.
3. Support workplace policies, standards and
3. Pursue and build collaborative professional
practices that are fair, non-discriminatory and are
relationships.
in the best interests of children, families and
4. Undertakes reflection, critical self-study,
professionals.
continuing professional development and engage

In relation to colleagues: with evidence based theory and practice.

1. Build collaborative relationships based on trust,

In relation to the conduct
of research:
respect and honesty.
2. Encourage colleagues to act in accordance with
this code and take action in the presence of 1. Be aware of potential results of children’s
unethical behaviours. participation in research such as fatigue, privacy,
3. Acknowledge the personal strengths, and their interest.
professional experience and diversity which other 2. Support research to strengthen and broaden the
colleagues bring to work. knowledge base of early childhood.
4. Share knowledge, experiences and resources 3. Endeavour to understand the purpose and value
with colleagues. of proposed research projects.
5. Use constructive methods to manage 4. Ensure that research in which I am involved
differences of opinion in the workplace. meets standard ethical procedures including

In relation to students:
informed consent, opportunity to withdraw and
confidentiality.
1. Acknowledge the support and personal 5. Represent the findings of all research accurately
strengths, professional knowledge, diversity and and objectively.
experience which students bring to the learning 6. Ensure that images of children and other data
environment. are collected with informed consent only and are
2. Know the requirements of the students' stored and utilised according to legislative and
individual institutions and communicate openly policy requirements.
with the representatives of that institution. 7. Understand the knowledge base related to
3. Provide ongoing constructive criticism and working with children, families, communities,
feedback as well as assessment that is fair. colleagues and students.
 Early Education is the leading independent national charity supporting parents
and the professional development of practitioners working in the maintained,
private, voluntary, independent and home based settings to ensure effective
early childhood education experiences of the highest quality.
Founded in 1923, it has members in England, Northern Ireland, Scotland
and Wales.
For more information about our work and to join, visit:
www.early-education.org.uk

Early Education Tel: +44 (0)20 7539 5400 The British Association for Early Childhood Education
136 Cavell Street Fax: +44 (0)20 7539 5409 Registered Charity in England & Wales No. 313082

London [email protected]
Registered Charity in Scotland No. SC039472

E1 2JA www.early-education.org.uk
Registered in England No. 395548
(A company limited by guarantee)

©Early Education 2011