National Association for the Education

National Association for the Education of Young Children

Core Values and Conceptual Framework

The National Association for the Education of Young Children (NAEYC) adheres to a specific Code of Ethical Conduct (Revised 2005). The NAEYC Code is structured according to 7 fundamental Core Values: (1) recognition of the importance of the childhood stage of human development; (2) application of empirical knowledge; (3) supporting child-family bonds; (4) understanding of the importance of the external social environment and its influence on childhood development; (5) respect for dignity, individuality, (6) diversity; (7) and appreciation of the importance of trust and respect in connection with relationships that help children reach their fullest potential.

The NAEYC Core Values are incorporated into 4 sections; each of those sections includes a set of ideals and principles. Within the NAEYC Code of Ethical Conduct conceptual framework, NAEYC ideals refers to the strategic goals and operational objectives of practitioners; NAEYC principles provide guidance and assistance to practitioners. Section I encompasses Ethical Responsibilities to Children; Section II concerns Ethical Responsibilities to Families; Section III pertains to Ethical Responsibilities to Colleagues; and Section IV outlines Ethical Responsibilities to Community and Society.

Sectional Focus of the NAEYC

The main theme of the NAEYC concept of Ethical Responsibilities to Children is that childhood is the most important a phase of human development. The quality of the relationships and of the other environmental circumstances that children experience in childhood contributes substantially to the way that the individual relates to the world and to the quality of interpersonal relationships throughout adulthood. More specifically, the NAEYC Section I ideals focus on the importance of knowledge as a base for designing support systems for all facets childhood care and support; that knowledge provides the means to implement effective program practices and to assess their degree of success. The other principle focus of NAEYC Section I ideals pertain to supporting the needs of all students individually. In that regard, Section I ideals specifically emphasize the importance of recognizing and meeting the different needs of children from different cultural, racial, or nation-of-origin perspective.

Both of these elements represent crucially important ideas. The influence of formative childhood relationships (especially with the family) is difficult to overestimate. Likewise, without a commitment to equal opportunity, any accomplishments of the NAEYC concept would exclude some of those most in need of its benefits and protections. The NAEYC Section I principles include the single most important foundational principle that explicitly takes precedence over all others in it Code. Namely, the first Section I principle is NAEYC is committed never to cause harm to children. Specifically, NAEYC defines "harm" to include emotionally damaging practices, or those that are physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This fundamental commitment to child welfare further details the importance of avoiding discriminatory policies or practices, to incorporate relevant empirical knowledge in the design of programs and practices corresponding to the needs of individual students, and to respond aggressively and proactively to any need to protect children from abuse and potential harm to their health, safety, and welfare.

The focus of Section II -- Ethical Responsibilities to Families of the NAEYC Code of Ethical Conduct is on the tremendous importance of the family circumstances and relationships in the lives of children. In that regard, Section II also recognizes a "primary responsibility" to support child-family relationships. Section II ideals promote the application of relevant knowledge to the support of positive relationships in families and the education and counseling of family members to help establish positive relationships conducive to healthy childhood development. In principle, the focus of Section II is actually the most important subset of the issues recognized in Section I. The fact that Section II is devoted to family issues is appropriate given the overwhelming significance of family relationships within the formative experiences of childhood.

The focus of Section III -- Ethical Responsibilities to Colleagues outlines the elements of a cooperative and supportive vocational environment. It also emphasizes the importance of positive and healthy relationships among and between professionals as being necessary for the achievement of objectives relating to positive healthy relationships for children. Section III represents a fundamental management principle about the importance of a uniform organizational culture, especially within social service missions. The accomplishment of organizational objectives related to promoting positive healthy relations in others substantially requires incorporation of those values within the organization.