Ethical Codes for Early Childhood Teachers: How and Why Should We Use Them

Abstract

Around the world, early childhood teachers are recognized as playing a crucial role in improving children’s everyday lives and strengthening their learning abilities. Consequently, explicating the professional standards of educational practice is receiving growing attention from both stakeholders— including governments, educational authorities, and parents—and early childhood teachers themselves (Campbell-Barr &Bogatić, 2017; Chen et al., 2016; Havnes, 2018; Hordern, 2016; Oberhuemer, 2005). However, despite the long recognition of children’s education as an ethical task based on the values, motivation, and responsibility of teachers (Afdal & Afdal, 2019; Campbell, 2008; Chen et al., 2016; Forster, 2012; Webster & Whelen, 2019a), current discussions of standards for professional practice appear to neglect ethical aspects (Malone, 2020). Moreover, despite growing public interest in and expectations of the role of teachers in early childhood education and care (ECEC), the profession is still struggling to achieve professional status (Havnes, 2018, p. 659; Oberhuemer, 2005).