Enhancement of Children’s and Families’ Quality of Lives

1. We shall demonstrate our respect and concern for children, families, colleagues, and others with whom we work, honoring their beliefs, values, customs, languages, and culture.
   
2. We shall recognize our responsibility to improve the developmental outcomes of children and to provide services and supports in a fair and equitable manner to all families and children.
   
3. We shall recognize and respect the dignity, diversity, and autonomy of the families and children we serve.
   
4. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.
   
   
   Professional and Interpersonal Behavior
   

   1. We shall demonstrate in our behavior and language respect and appreciation for the unique value and human potential of each child.
      
   2. We shall demonstrate the highest standards of personal integrity, truthfulness, and honesty in all our professional activities in order to inspire the trust and confidence of the children and families and of those with whom we work.
      
   3. We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.
      
   4. We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
      
      
      
   2. PROFESSIONAL DEVELOPMENT AND PREPARATION is critical to providing the most effective services for young children with disabilities and their families. Professional development is viewed and valued as an ongoing process guided by high standards and competencies for professional performance and practice. Professionals acquire the knowledge, skills, and dispositions to work with a variety of young children with disabilities and their families within natural and inclusive environments promoting children’s overall growth, development and learning, and enhancing family quality of life. Finally, professionals continually should seek and interpret evidence based information for planning and implementing individually appropriate learning environments linked to ongoing assessment and collaboration with parents and professional team members.
      
      1. We shall engage in ongoing and systematic reflective inquiry and self-assessment for the purpose of continuous improvement of professional performance and services to young children with disabilities and their families.
         
      2. We shall continually be aware of issues challenging the field of early childhood special education and advocate for changes in laws, regulations, and policies leading to improved outcomes and services for young children with disabilities and their families.
         
      3. We shall be responsible for maintaining the appropriate national, state, or other credential or licensure requirements for the services we provide while maintaining our competence in practice and research by ongoing participation in professional development and education activities.
         
      4. We shall support professionals new to the field by mentoring them in the practice of evidence and ethically based services.
         
         
         These are very important to the success of early childhood because without these codes, it would considerably difficult to be successful. It is very important to cater to the needs of the family, as well as working with and being mindful of our colleagues for a successful collaboration within each organization that is created in order to have exceptional services.