Code of Ethics for Child Educators

Running Head: EDUCATION 1
Code of Ethics for child educators
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Introduction

EDUCATION 2
The younger children are one of the most vulnerable groups in society. How their
caregivers and educators interact with them, leave an essential impact on their upbringing. The
early childhood educators need to maintain high standards of ethical practice when providing
education to the children and support a nurturing and socializing environment for them. When
working it the younger children and their families, the early childhood educators face ethical
dilemmas and have to make difficult choices at times (ECEBC, 2017). This is where the code of
ethics step in to provide them the guidelines on how to solve those dilemmas and take the best
possible decisions.
Promote the complete well-being of all children
The early childhood educators carry the responsibility to create an environment and
develop programs that promote physical, social, cognitive, emotional, moral and creative health
and welfare of all children. When assessing child development, the childhood educators need to
keep the cross-cultural variations in mind to promote the well-being of each and every child to
build their competence and self-esteem. As each child may have different needs, the childhood
educators need to respond appropriately and create experiences that build trust. Children need
honest communications and genuine interests, both verbal and non-verbal when it concerns their
activities and opinions (ECEBC, 2017). In order to stimulate the health and safety of all children,
the early childhood instructors must be aware of the current laws and regulations relating to
allergies, medication procedures, preventative health measures, first aid procedures, emergency,
and evacuation plans. They should be aware of any cases of child abuse and Promote a healthy
lifestyle (The Canadian Child Care Federation, 2018).
Use developmentally appropriate practices

EDUCATION 3
Early childhood educators when working with all children need to keep their age and
cultural variation in mind when creating educational practices. They should create
developmentally appropriate environments and programs based on individual variations
(ECEBC, 2017). Regular inspections and monitoring can help develop appropriate practices and
environment for children. It is essential to get information pertaining to the individual child, any
special family circumstances, his family structure, and cultural background to develop a safe and
motivating environment for children (CECE, 2017). It is essential to develop programs that cater
to the needs of diverse families and their children, based on their language and culture.
Demonstrate care in all aspects for every child
Early childhood educators should realize that taking “care” of children requires mental,
emotional and physical efforts to show love. When interacting with the children, the children
should feel that they are being loved and cared for. Thus, the childhood educators should build
experiences that express warmth and affection based on the child’s need (ECEBC, 2017). It is
only when children find support for their different emotions both verbally and non-verbally, that
they build trust.
Work in partnership with parents to meet responsibilities
A partnership between early childhood educators and parents can benefit children and
create a better network of support. As different families and children have different needs, the
early childhood educators should keep in mind those specialized needs in mind when developing
programs and provide services that are supportive of families and the children (ECEBC, 2017).
Developing collaborative partnerships helps to provide meaningful opportunities for the children
and their families during the early learning stage (The Canadian Child Care Federation, 2018).
When families and children get connected to the needed resources, it can further promote healthy