• Appreciate childhood as a unique and valuable stage of the human life cycle
• Base our work on knowledge of how children develop and learn
• Appreciate and support the bond between the child and family
• Recognize that children are best understood and supported in the context of family, culture*, community, and society
• Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect
The term culture includes ethnicity, racial identity, economic level, family structure, language, and religious and political beliefs, which profoundly influence each child’s development and relationship to the world.

The ideals reflect the aspirations of CREATE Project practitioners. The principles guide conduct and assist practitioners in resolving ethical dilemmas.

Both ideals and principles are intended to direct CREATE Project practitioners to those questions which, when responsibly answered, can provide the basis for conscientious decision making.

While the Code provides specific direction for addressing some ethical dilemmas, many others will require the practitioner to combine the guidance of the Code with professional judgment.

The ideals and principles in this Code present a shared framework of community, grassroots, and professional responsibility that affirms our commitment to the core values of the CREATE Project. The Code publicly acknowledges the responsibilities that we in the endeavor we have assumed, and in so doing supports ethical behavior in our work. 

CREATE Project Practitioners who face situations with ethical dimensions are urged to seek guidance in the applicable parts of this Code and in the spirit that informs the whole.

Often “the right answer”—the best ethical course of action to take—is not obvious. There may be no readily apparent, positive way to handle a situation. When one important value contradicts another, we face an ethical dilemma. When we face a dilemma, it is our responsibility to consult the Code and all relevant parties to find the most ethical resolution.

I-1.1—To be familiar with the knowledge base of childhood care and education and to stay informed through continuing education and training.

 I-1.2—To base CREATE Project program practices upon current knowledge and research in the field of childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.

I-1.4—To appreciate the vulnerability of children and their dependence on adults. I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions.

I-1.6—To use assessment instruments and strategies that are appropriate for the children to be assessed, that are used only for the purposes for which they were designed, and that have the potential to benefit children.

I-1.7—To support the right of each child to play and learn in an inclusive environment that meets the needs of children with and without disabilities.

I-1.8—To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.

I-1.9—To ensure that each child’s culture, language, ethnicity, and family structure are recognized and valued in the program.

I-1.10—To strive to provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.

I-1.12—To work with families to provide a safe and smooth transition as children and families move from one program to the next.

P-1.1—Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.

P-1.2—We shall provide programs that prioritize the care and education of children and their families in positive emotional and social environments that are creative, cognitively stimulating and that support each child’s culture, language, ethnicity, and family structure.

P-1.3—We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their sex, race, national origin, immigration status, preferred home language, religious beliefs, medical condition, disability, or the marital status/family structure, sexual orientation, or religious beliefs or other affiliations of their families. (Aspects of this principle do not apply in programs that have a lawful mandate to provide services to a particular population of children.)

P-1.4—We shall use two-way communications to involve all those with relevant knowledge (including families and CREATE Project service providers) in decisions concerning a child, as appropriate, ensuring confidentiality of sensitive information.

P-1.5—We shall utilize multiple sources of information, to provide information on children’s learning and development.

P-1.6—We shall strive to ensure that decisions such as those related to community, family, and children’s participation in programs, will be based on multiple sources of information.

P-1.7—We shall strive to build individual relationships with each child and family; make individualized adaptations in sharing strategies, learning environments, and programs; and consult with the family so that each child and family benefits from the CREATE Project.

P-1.8—We shall be familiar with the risk factors for and symptoms of child abuse and neglect, including physical, sexual, verbal, and emotional abuse and physical, emotional, educational, and medical neglect. We shall be familiar with and follow state laws and community procedures that protect children against abuse and neglect.

P-1.9—When we have reasonable cause to suspect child abuse or neglect, we shall report it to the appropriate community agency and follow up to ensure that appropriate action has been taken. When appropriate, parents or guardians will be informed that the referral will be or has been made.

P-1.10—When another person tells us of his or her suspicion that a child is being abused or neglected, we shall assist that person in taking appropriate action in order to protect the child.

P-1.11—When we become aware of a practice or situation that endangers the health, safety, or well-being of children, we have an ethical responsibility to protect children or inform parents and/or others who can.

I-2.1—To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training.

I-2.2—To develop relationships of mutual trust and create partnerships with the families we serve.

I-2.3—To welcome all family members and encourage them to participate in the CREATE Project, including involvement in shared decision making.

* The term family may include those adults, besides parents, with the responsibility of being involved in educating, nurturing, and advocating for the child.

I-2.4—To listen to families, acknowledge and build upon their strengths and competencies, and learn from families as we support them in their task of nurturing children.

I-2.5—To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs to ensure a culturally consistent environment for all children and families.

I-2.6—To acknowledge families’ childrearing values and their right to make decisions for their children.

I-2.7—To share information about each child’s education and development with families and to help them understand and appreciate the current knowledge base concerning  childhood.

I-2.8—To help family members enhance their understanding of their children, as CREATE Project service providers are enhancing their understanding of each child and family through communications, and to support family members in the continuing development of their skills as parents.

I-2.9—To foster families’ efforts to build support networks and, when needed, participate in building networks for families by providing them with opportunities to interact with program staff, other families, community resources, and professional services.

P-2.1—We shall encourage family members’ participation and access to CREATE Project programs unless access is denied by court order or other legal restriction.

P-2.2—When possible, we shall inform families of CREATE Project philosophy, policies, programs cultural practices, and CREATE Project service providers qualifications, and explain why we present the programs as we do—in accordance with our ethical responsibilities to children and families.

P-2.3—We shall inform families of and, when appropriate, involve them in policy decisions.

P-2.4—We shall ensure that the family is involved in significant decisions affecting their child.

P-2.5—We shall make every effort to communicate effectively with all families in a language that they understand. When possible, we shall use community resources for translation and interpretation when we do not have sufficient resources in our own programs.

P-2.6—As families share information with us about their children and families, we shall ensure that families’ input is an important contribution to the planning and implementation of the program.

P-2-7—We shall inform families about the nature and purpose of the CREATE Project programs.

P-2.8—We shall treat personal information confidentially and share this information only when there is a legitimate need for it.

P-2.9—We shall inform the family of injuries and incidents involving their child, of risks such as exposures to communicable diseases that might result in infection, and of occurrences that might result in emotional stress.

P-2.10—Families shall be fully informed of any proposed research projects involving their children and shall have the opportunity to give or withhold consent without penalty. We shall not permit or participate in research that could in any way hinder the education, development, or well-being of children.

I-3A.1—To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers.

I-3A.2—To share resources with co-workers, collaborating to ensure that the best possible CREATE Project program is provided.

I-3A.3—To support CREATE Project co-workers and volunteers in meeting their professional needs and in their professional development.

I-3A.4—To accord CREATE Project co-workers due recognition of achievement. Principles

P-3A.1—We shall recognize the contributions of CREATE Project colleagues and volunteers to our program and not participate in practices that diminish their reputations or impair their effectiveness in working with children and families.

P-3A.2—When we have concerns about the professional behavior of a co-worker or volunteer, we shall first let that person know of our concern in a way that shows respect for personal dignity and for the diversity to be found among CREATE Project members, and then attempt to resolve the matter collegially and in a confidential manner.

P-3A.3—We shall exercise care in expressing views regarding the personal attributes or professional conduct of CREATE Project co-workers and volunteers. Statements should be based on firsthand knowledge, not hearsay, and relevant to the interests of children and programs.

P-3A.4—We shall not participate in practices that discriminate against a co-worker or volunteer because of sex, race, national origin, religious beliefs or other affiliations, age, marital status/family structure, disability, or sexual orientation.

I-3B.1—To assist the program in providing the highest quality of service.

I-3B.2—To do nothing that diminishes the reputation of the program in which we work unless it is violating laws and regulations designed to protect children or is violating the provisions of this Code.

P-3B.1—We shall follow all CREATE Project policies. When we do not agree with program policies, we shall attempt to effect change through constructive action within the organization.

P-3B.2—We shall speak or act on behalf of an organization only when authorized. We shall take care to acknowledge when we are speaking for the organization and when we are expressing a personal judgment.

P-3B.3—We shall not violate laws or regulations designed to protect children and shall take appropriate action consistent with this Code when aware of such violations.

P-3B.4—If we have concerns about a colleague’s behavior, and children’s well-being is not at risk, we may address the concern with that individual. If children are at risk or the situation does not improve after it has been brought to the colleague’s attention, we shall report the colleague’s unethical or incompetent behavior to an appropriate authority.

P-3B.5—When we have a concern about circumstances or conditions that impact the quality of care and education within the CREATE Project, we shall inform the program’s administration or, when necessary, other appropriate authorities.

Because of our specialized expertise in children’s well-being and traditional, folk, and contemporary arts, and cultural practices and traditions, and because the larger society shares responsibility for the welfare and protection of young children, we acknowledge a collective obligation to advocate for the best interests of children and in the larger community and to serve as a voice for young children everywhere.

The ideals and principles in this section are presented to distinguish between those that pertain to the work of the individual CREATE Project service provider and those that more typically are engaged in collectively on behalf of the best interests of children—with the understanding that individual CREATE Project service providers have a shared responsibility for addressing the ideals and principles that are identified as “collective.”

1-4.1—To provide the community with high-quality childhood, family and arts programs and services.

I-4.2—To promote cooperation among grass-roots groups, individuals, businesses, government, health care, child-field and arts professionals and agencies and interdisciplinary collaboration among professions concerned with addressing issues in the health, education, and well-being of young children, their families, and the CREATE Project programs.

I-4.3—To work through the arts, education, research, and advocacy toward an environmentally safe world in which all children have their health care, food, and shelter needs met; are nurtured; have access to and the opportunity to participate in expressive arts; and live free from violence in their home and their communities.

I-4.4—To work through education, research, and advocacy toward a society in which all children and families have access to high-quality care, education, and arts programs.

I-4.5—To work to ensure that multiple sources of information, are used for purposes that benefit children.

I-4.6—To promote knowledge and understanding of young children and their needs. To work toward greater societal acknowledgment of children’s rights and greater social acceptance of responsibility for the well-being of all children.

I-4.7—To support policies and laws that promote the well-being of children and families, and to work to change those that impair their well-being. To participate in developing policies and laws that are needed, and to cooperate with families and other individuals and groups in these efforts.

I-4.8—To further the professional development of the CREATE Project, positive child-rearing practices, childhood care, arts, and education and to strengthen its commitment to realizing its core values as reflected in this Code.

P-4.1—We shall communicate openly and truthfully about the nature and extent of services that we provide.

P-4.2—We shall apply for, accept, and work in positions for which we are personally well-suited and professionally qualified. We shall not offer services that we do not have the competence, qualifications, or resources to provide.

P-4.3—We shall carefully check references and shall not hire or recommend for employment any person whose competence, qualifications, or character makes him or her unsuited for the position.

P-4.4—We shall be objective and accurate in reporting the knowledge upon which we base our program practices.

P-4.5—We shall be knowledgeable about the appropriate use of various program strategies and instruments and interpret results accurately to families.

P-4.6—We shall be familiar with laws and regulations that serve to protect the children in our programs and be vigilant in ensuring that these laws and regulations are followed. P-

4.7—When we become aware of a practice or situation that endangers the health, safety, or well-being of children, we have an ethical responsibility to protect children or inform parents and/or others who can.

P-4.8—We shall not participate in practices that are in violation of laws and regulations that protect the children and families in our programs.

P-4.9—When we have evidence that any program is violating laws or regulations protecting children, we shall report the violation to appropriate authorities who can be expected to remedy the situation.

P-4.10—When a program violates or requires its employees to violate this Code, it is permissible, after fair assessment of the evidence, to disclose the identity of that program.

P-4.11—When policies are enacted for purposes that do not benefit children, we have a collective responsibility to work to change these policies.

P-4-12—When we have evidence that an agency that provides services intended to ensure children’s wellbeing is failing to meet its obligations, we acknowledge a collective ethical responsibility to report the problem to appropriate authorities or to the public. We shall be vigilant in our follow-up until the situation is resolved.

P-4.13—When a child protection agency fails to provide adequate protection for abused or neglected children, we acknowledge a collective ethical responsibility to work toward the improvement of these services.

Code of Ethics. Defines the core values of the field and provides guidance for what professionals should do when they encounter conflicting obligations or responsibilities in their work.

Values. Qualities or principles that individuals believe to be desirable or worthwhile and that they prize for themselves, for others, and for the world in which they live.

Core Values. Commitments held by a profession that are consciously and knowingly embraced by its practitioners because they make a contribution to society. There is a difference between personal values and the core values of a profession.

Morality. Peoples’ views of what is good, right, and proper; their beliefs about their obligations; and their ideas about how they should behave.

Ethics. The study of right and wrong, or duty and obligation, that involves critical reflection on morality and the ability to make choices between values and the examination of the moral dimensions of relationships.

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.

Ethical Responsibilities. Behaviors that one must or must not engage in. Ethical responsibilities are clear-cut and are spelled out in the Code of Ethical Conduct (for example, CREATE Project service providers should never share confidential information about a child or family with a person who has no legitimate need for knowing).

Sources for glossary terms and definitions…

Feeney, S., & N. Freeman. 2005. Ethics and the early childhood educator: Using the NAEYC code. Washington, DC: NAEYC.

Kidder, R.M. 1995. How good people make tough choices: Resolving the dilemmas of ethical living. New York: Fireside.

Kipnis, K. 1987. How to discuss professional ethics. Young Children 42 (4): 26–30.