Code of Ethics and Standards of Practice
The Code of Ethics and Standards of Practice communicate the scope and nature of the early childhood education profession. These standards convey certain expectations for which it is reasonable to hold members of the profession accountable.
They also express a common set of ideals and aspirations for members of the College, regardless of the early childhood education setting in which they may practise.
The Code of Ethics reflects a core set of beliefs and values of care, respect, trust and integrity. These beliefs and values are fundamental to members of the profession and guide their conduct.
Continuous Professional Learning Program
The Code of Ethics and Standards of Practice and the related legislation of the College of Early Childhood Educators articulate the knowledge, skills and ethical values to which RECEs are held accountable. They are also designed to assist and direct RECEs in their practice, decision-making and professional conduct. The College provides the following information and resources to assist members, employers and the public to gain a better understanding of the ethical and professional responsibilities of the profession and support RECEs in engaging in their continuous professional learning responsibilities.
Case Study 1: Sarah’s Confusing Behaviour
Case Study 2: Accepting the Consequences
Case Study 3: Getting Bumps and Taking Lumps
Case Study 4: No Qualified Staff
Case Study 5: Denton's Birthday Cupcakes
Case Study 6: In the Best Interest of the Children
Case Study 7: New Kid on the Block
Case Study 8: New Responsibilities and Challenges
Case Study 9: Valuing Inclusivity and Privacy
Case Study 10: Balancing Supervisory Responsibilities
Case Study 11: Once We Were Friends
The case studies may be used by members as a source for reflection and dialogue about the practice of early childhood educators within the framework of the
Code of Ethics and Standards of Practice. The cases highlight the dilemmas and emotional tension associated with professional decision-making and action. Analyzing a case encourages College members to examine problem-focused issues from a variety of perspectives and to explore the implications of a range of decision-making options or solutions.
Members are encouraged to read and discuss cases as a shared professional learning experience with colleagues and as a way to gain an enhanced understanding of their practice and their broader professional community. The College encourages digital or hard copy reproduction of these publications providing full acknowledgement is given.We welcome your questions and feedback! Please contact the College at
firstname.lastname@example.org for more information or to share your thoughts with us.
Fall '15: Child development
Spring/Summer '15: Expectations of new RECEs
Winter '15: Conflicting views
Fall '14: No-Smoking policy
Spring/Summer '14: Establishing boundaries between professional and personal relationships
Winter '14: What falls under "professional supervision"?
Fall '13: Using social media
Spring/Summer '13: Differing philosophies and practices
Winter '13: Legislation or policies that apply to RECEs
Fall '12: Professional development and dual relationships
* The College of Early Childhood Educators provides information and communication in an accessible manner when requested. If you require an accessible format and/or communication support, please contact a College staff member or the College at email@example.com.