Code of Ethics and Standards of Practice for Registered Early Childhood Educators in Ontario

Code of Ethics and Standards of Practice for Registered Early Childhood Educators in Ontario

Author: College of Early Childhood Educators Source: Website: Journal: Journal Details: Origin Country: Publish Date: 2017 Publication City: Toronto Languages: .Type: , , .Targets: . Last Modified: 2017-06-27


The Code of Ethics and Standards of Practice sets out the professional knowledge, skills, values and expectations applicable to all registered early childhood educators (RECEs) regardless of role and the setting in which they may practise. It also communicates to RECEs and the public the scope and nature of the profession. As regulated professionals, RECEs are expected to act with integrity and adhere to the Code of Ethics and Standards of Practice at all times within their workplace and the community.

The Code of Ethics and Standards of Practice requires RECEs to welcome and celebrate LGBTQ families and families of all configurations, and to respect the gender identity and sexuality of children.

The following sections of the Code of Ethics are relevant:

A. Responsibilities to Children
RECEs make the well-being, learning and care of children their foremost responsibility. They value
the rights of children and create learning environments where all children can experience a sense of belonging and inclusion. RECEs foster children’s joy of learning through child-centred and play-based pedagogy.
RECEs respect and nurture children’s first language and/or traditional language and culture. They demonstrate a commitment to address the unique rights and needs of Indigenous children and their
families. They respect each child’s uniqueness, dignity and potential.

B. Responsibilities to Families
RECEs build and maintain responsive and collaborative relationships with families. These relationships are based on mutual trust, openness and respect for confidentiality. RECEs work in partnership with families, sharing knowledge and resources to support the well-being and learning of children.
RECEs recognize and respect the uniqueness and diversity of families. They provide meaningful opportunities for families to engage in and contribute to the learning environment and their child’s experiences.

For more information, visit the College of Early Childhood Educator’s site here.
What is the College of Early Childhood Educators?

The College of Early Childhood Educators regulates and governs Ontario’s early childhood educators in the public interest.

The College is not an educational institution or a professional association that advocates for early childhood educators. It is an organization that helps to serve and protect children and families by setting registration requirements and ethical and professional standards for registered early childhood educators (RECEs), and governing member conduct through a complaints and discipline process.


Who are Registered Early Childhood Educators and what do they do?

Broadly, RECEs work with children from age 0 – 12, typically in settings such as daycares, afterschool programs, summer camps, and in some kindergarten classrooms. Not everyone who works in a daycare of afterschool program is an ECE. There may also be students, volunteers, ECE assistants, teachers, and other staff working with your child.

Only members of the College can use the protected titles “early childhood educator” and “registered early childhood educator” along with the professional designation, RECE and their French equivalents. Only individuals who have met the registration requirements of the College and hold a Certificate of Registration in good standing may practise the profession of early childhood education.

In that work, an RECE:

  • Assesses children’s developmental needs and stages in all developmental domains;
  • Designs curriculum to address children’s identified needs, stages of development and interests;
  • Plans programs and environments for play and activities that help children make developmental progress;
  • Maintains healthy emotional and social learning contexts for children; and
  • Reports to parents and supervisors on children’s developmental progress within healthy, safe, nurturing and challenging play environments.

For more detailed information, refer to the college’s website.