This document discusses various codes of conduct and best practices for early childhood educators, including the National Association for the Education of Young Children's (NAEYC) Code of Ethical Conduct and Developmentally Appropriate Practice guidelines. It also discusses the Council for Exceptional Children's Code of Conduct and the Division for Early Childhood's Recommended Practices. The codes and guidelines provide principles for developing professional relationships and delivering services to young children, including those with disabilities. Implementing these practices helps ensure children are supported in a developmentally, culturally and individually appropriate manner.

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Codes of Conduct and Best Practices
Stefanie J. Pratt
University of Phoenix
Running Head: Codes

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INTRODUCTION
According to the Individuals with Disabilities Education Act (IDEA), children
with disabilities have the right to free access to appropriate education with their
non-disabled peers. This includes early intervention of identified young children,
as well as education in a preschool or daycare setting. In the process of complying
with IDEA, we need to understand some guidelines that direct us how to deliver
these services to children with disabilities in the context of the regular preschool
environment or other natural setting. We will consider the Code of Ethical Conduct
and Statement of Commitment by the National Association for the Education of
Young Children (NAEYC) and the Code of Conduct of the Council for Exceptional
Children (CEC). We will also consider the effect of Recommended Practices of the
Division for Early Childhood Education (DEC) and Best Practices outlined in
Developmental Appropriate Practice as written by (NAEYC) on service delivery and
how they impact service providers.
Code of Ethical Conduct & Statement of Commitment

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The National Association for the Education of Young Children was formally
organized in 1929 as the National Association for Nursery Education (NANE)
(NAEYC.org). In the 1964, NANE reorganized into the National Association for
the Education of Young Children. In 1989, NAEYC adopted their first Code of
Ethical Conduct and since then it was revised in 1992, 1997, and April 2005
(NAEYC.org) (National Association for the Education of Young Children, 2005).
The Code is designed to address professional relationships in four areas: (1)
professional relationships with children; (2) professional relationships with
families; (3) professional relationships among colleagues; (4) professional
relationships with community and society (National Association for the Education
of Young Children, 2005). Each section of the Code is divided up further into
Ideals and Principles. According to the Code, the “Ideals reflect the aspirations of
practitioners [and] the Principles guide conduct of practitioners” (from the preamble,
National Association for the Education of Young Children).
The preamble to the code has a section of core values in which adherents
are reminded of the core values in the field of Early Childhood Care and Education,
which are a basis to the Code of Ethical Conduct. Some of the core values in the
preamble include, “Appreciate Childhood as a unique and valuable stage of the
human life cycle; Recognize that children are best understood and supported in the

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context of family, culture, community, and society (National Association for the
Education of Young Children, 2005). In section one of the code (ethical
responsibilities to children); the introductory paragraph includes the first core
value: “Childhood is a unique and valuable stage in the human life cycle (from
Section 1, Ethical responsibilities to children, National Association for the
Education of Young Children, 2005). The section continues with the ideals and
principles necessary for providers to carry out this ethical responsibility. Section
two of the code outlines the type of professional relationship necessary for
providers to have with families. The beginning sentence reflects more of the core
values as stated in the following: “Families are of primary importance in children’s
development. ….We acknowledge a primary responsibility to bring about
communication, cooperation, and collaboration between the home and early
childhood program in ways that enhance the child’s development (from Section 2,
Ethical responsibilities to families, National Association for the Education of Young
Children, 2005). In section three, we read how to respect our colleagues and
maintain supportive relationships to help our colleagues be productive and meet
professional needs (National Association for the Education of Young Children,
2005). Section 4, we are reminded of our ethical responsibilities to the
community. The paragraphs preceding the ideals and principles we are reminded

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that “Early Childhood programs operate within the context of their immediate
community made up of families and other institutions concerned with children’s
welfare (from Section 4, Ethical Responsibilities to community and society,
National Association for the Education of Young Children, 2005).
The Statement of Commitment is not apart of the Ethical Code itself, but is
included in the pamphlet handed to new employees of NAEYC accredited centers.
The statement reflects the core values and four ethical responsibilities and asks
practitioners to commit to the ideals and principles. These ideals and principles
reflect the principles of the field of Early Childhood Education and the ethical
code is a reminder of those principles. This code impacts my everyday teaching
experience with young children. As a teacher in a NAEYC accredited center, it is
expected that I use this code in guiding my everyday relationships with children,
families, and co-workers, as well as my relationship with the community an Early
Childhood Educator. I also believe that this code is very applicable to serving
children and families with special needs. The other consideration of course is the
necessary adaptations for children with special needs.
Council for Exceptional Children Code of Conduct

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The CEC was founded in 1922 by a group of teachers at Columbia University
(Council for Exceptional Children). In the years that followed there have been
many changes with the organization, such as being apart of the National Education
Association and then withdrawing several years later (Council for Exceptional
Children). In 1983, the CEC adopted seven ethical principles for special educators
(Council for Exceptional Children). The council also publishes a commonly known
red book entitled What Every Special Educator Should Know: Ethics, Standard, and Guidelinesfor Special Educators. The book
outlines the seven ethical principles as well as standards and guidelines for
practice in the field of Special Education. The code’s second principle asks special
educators to “engage in professional activities which benefit exceptional
individuals, their families, other colleagues, students, or research subjects (Council
for Exceptional Children). The third principle states that “special educators
exercise objective professional judgment in the practice of their profession. The
sixth principle says that “special education professionals seek to uphold and
improve where necessary the laws, regulations, and policies governing the delivery
of special education and related services and the practice of their profession
(Council for Exceptional Children).
Each of the above mentioned standards is very similar to the Code of Ethical
Conduct by NAEYC. The principals identify the necessity for ethical conduct

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related to the areas of relationships with children. However, in the case of the
CEC, they are only concerned with children with special needs given their mission
and vision (Council for Exceptional Children). Both NAEYC and the CEC identify
that ethical conduct and professional relationships are also developed with families
of children served and colleagues. The codes of each organization differ in their
expectations of ethical and professional conduct within the community context.
The CEC focuses on the special educators’ specific functions within the context of
research and improving the regulatory and legal aspects of the profession rather
than specific community responsibilities written out. Many of the ideal and
principles outlined in the NAEYC ethical code stipulate a responsibility for the
practitioner to report abuse. Even though, this isn’t specifically stated in the
ethical code for the CEC many states require educators across many domains to be
mandated reporters and principle six could be used to say that in general this
would be expected for ethical practice (Council for Exceptional Children).
As a teacher, the CEC code is harder for me to apply. Since, I am not
currently a special educator, the code seems unapplicable in my general everyday
practice. However, I think parts of the code could be applicable if I had a child
with special needs in my care due to the few areas of overlap, as well as becoming
apart of the educational team responsible for meeting the child’s needs.

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BEST PRACTICES FROM NAEYC’S DEVELOPMENTALLY APPROPRIATE
PRACTICE
Along with outlining a Code of Ethical Conduct, NAEYC outlines guidelines or
best practices for children in early care and education. In all there are 12
guidelines outlined in Developmentally Appropriate Practice (DAP) (Bredekamp,
1997). NAEYC states that “Domains of children’s development- physical, social,
emotional, and cognitive-are closely related. Development in one domain influences
and is influenced by development in other domains” (Bredekamp, 1997, p. 10). To
implement and understand this best practice, the practitioner needs to understand
that all of the areas are interrelated and that development in one area can
facilitate development in another or limit it, as stated by Sroufe, et. al. and
practitioners need to adjust their support to the child and their development
(cited in Bredekamp, 1997, p.10)
NAEYC also states that “Early experiences have both comulative and delayed
effects on individual children’s development. Optimal periods exist for certain
types of development and learning” (Bredekamp, 1997, pp. 10-11). To implement

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this best practice practicioners will want to increase the number of postive
effects and intrinsic motivators to create highly effective opportunities for
optimal development (Bredekamp, 1997). Also, we find another best practice
which states, “Development and learning occur in and are influenced by multiple
social and cultural contexts” (Bredekamp, 1997, p. 12). This best practice helps
the practitioner understand that children do not learn in isolation and are not
people unto themselves. Implementing this best practice requires the practitioner
to understand that children need to be seen in context of their family, culture,
social context.
These are only three of the twelve best practices outlined in NAEYC’s
Developmentally Appropriate Practice guidelines. These practices should be the
foundation influencing the practitioner in the daily interactions with children, as
well as influence the practitioner in cirriculum planning each day. The practices can
also include children with special needs. For example, understanding that there are
interrelated domains of development that can influence postive or negative
between developmental areas can help the practicioner meet the needs of the child
with disabilities as well as the non-disabled peer. These practices influence me as
a teacher as I plan play for each day. I also see their benefit in teaching children
with special needs. These practices should be used to meet children at there

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current level of development and assist the child in being challeged in their
development. This can happen regardless of disability status.
RECOMMENDED PRACTICES OF THE DIVISION OF EARLY CHILDHOOD
The Division of Early Childhood is one of the 17 division of the CEC and was
formally authorized in 1980 (Council for Exceptional Children). The DEC had the
special goal of promoting inclusion and practices of special education in early
childhood (Council of Exceptional Children: Division for Early Childhood, 2007).
The DEC has 240 recommended practices divided between seven strands
(Council of Exceptional Children: Division for Early Childhood, 2007). These
strands include assessment, child-focused practices, family-based practices,
interdisciplinary models, technology applications, personnel preparation, policy,
procedures, and system change (Council of Exceptional Children: Division for Early
Childhood, 2007). The DEC on their website provides parents and practitioners
with check lists to identify strengths and weakness of individuals and programs
(Council of Exceptional Children: Division for Early Childhood, 2007). Within some
of the workbooks provided by the DEC help practitioners evaluate how they are
meeting recommended practices. Some practices include: Team members focus on

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the child’s individual functioning in the contexts in which he or she lives; A variety
of appropriate settings and naturally occuring activities are used to facilitate
children’s learning and development; Environments are provided that foster
positive relationships including peer-peer, parent/caregiver-child, and parent-
caregiver relationships; Teachers and staff from early education programs and
community child care centers are provided with knowledge and skills relative to the
inclusion of young children with disabilities (Council for Exceptional Children:
Division For Early Childhood, 2007).
These selected few practices overlap with the NAEYC best practices in
many ways. The recommended practices require practitioners to foster children’s
development in natural environments, using natural activities, within the context of
their family, culture, and social context, and ask practitioners to foster
relationships of children with other people in the environment. I believe that I
could implement these specifically in the context of teaching and caring for a
young child, within the context of their disability as well as their family, cultural
and social context and simultaneously be operating within the guidelines NAEYC for
best practice. This is also evident as NAEYC wrote a position paper endorsing the
inclusion position of the DEC. Even though, NAEYC hasn’t specifically included best
practices targeted at individuals with disabilities, the organization supports

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inclusion and therefore I believe both practices can be implemented for a rich,
inclusive early childhood program (NAEYC, 1993).
CONCLUSION
As a teacher I am awed by the responsibility I have for caring for and
educating young children. In the context of NAEYC’s Code of Ethical Conduct and
the position on Developmentally Appropriate Practice, I have the responsibility to
acquire as much knowledge as I can about how children grow and develop and
understand that this process has many domains that are interrelated. I need to
understand that growth in one area of development can limit or facilitate growth in
another area. I, also, need to understand that children learn within the context of
their environment, which includes their family, culture, and social context and to
plan play experiences that envelop all of these ideas.
It also needs to be said that these practices only make sense in the context
of intentional play within the natural environments of children, either in schools or
homes. Through intentional play experiences young children learn about their
world and environment. They explore natural items such as leaves, bugs, and snow.
These experiences can teach them about the physical properties of these

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subtances, but they also can be a language experience, children learning soft and
rough or cold and hot. Children can also learn why bugs are important. Children
also learn about relationships and the people around them. They learn to
collaborate and negotiate in these situations. Often they are collaborating with
children from different contexts and therefore learning more about the people in
their world as well. The teacher in this context remembering all the while what it
takes to be practing DAP, following the Code of Conduct and recommended
practices.
For the included child, he or she can have the same opportunities for play.
The activites may need to be adapted for mobility or the teacher may have to
provide other supports, such as adapting equipment or materials. The teacher may
also have to bring the experience to the child with special needs by putting the
material on a tray adapted to the wheelchair or maybe for the visually impaired
child providing the opportunity to feel and describe the leaves and snow. I believe
that as a teacher with the potential to have a child in my care and teaching that
these children would bring an added layer of diversity and context to the
classroom environment. The priviledge of having a student with a disability really
seems more like an opportunity to provide a learning experience for all of the
children in the classroom, that they all would have an opportunity to learn,

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collaborate, and negotiate in a context that wouldn’t be complete without the child
with special needs.
Bibliography
Bredekamp, S. &. (1997). Developmentally Appropriate Practice in Early Childhood Programs.
Washington DC: NAEYC.
Council for Exceptional Children. (n.d.). Council for Exceptional Children: The voice and vision of special
education. Retrieved August 10, 2007, from CEC Mission and Vision--CEC Code of Ethics:
http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/CECsMissionandVision/default.htm
Council for Exceptional Children. (2003). What Every Special Education Should Know: Ethics,
Standards,and Guidelines for Special Educators 5th ed. Arlingtion, VA: Council for Exceptional Children.
Council for Exceptional Children: Division For Early Childhood. (2007). Council for Exceptional Children:
Division for Early Childhood. Retrieved August 10, 2007, from Division of Early Childhood:
http://www.dec-sped.org/recommendedpractices.html#top
Council of Exceptional Children: Division for Early Childhood. (2007). Division for Early Childhood.
Retrieved August 10, 2007, from Division for Early Childhood: http://www.dec-
sped.org/recommendedpractices.html#top
NAEYC. (1993, April). NAEYC.org. Retrieved August 10, 2007, from A position Statement of the Division
for Early Childhood for the Council for Exceptional Children endorsed by NAEYC:
http://www.naeyc.org/about/positions/pdf/PSINC98.PDF#xml=http://naeychq.naeyc.org/texis/search/p
dfhi.txt?
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NAEYC.org. (n.d.). National Association for the Education for the Young Children: Promoting excellence in
early childhood education. Retrieved August 10, 2007, from National Association for the Education for
the Young Children: Promoting excellence in early childhood education:
http://www.naeyc.org/about/history.asp
National Association for the Education of Young Children. (2005, April). Code of Ethical Conduct &
Statemet of Commitment. Washington, D.C., United States: NAEYC.