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.
Finally, Section IV — Ethical Responsibilities to Community and Society addresses the myriad connections, relationships, and interdependencies of children and the comprehensive resources available to children and families in the community. More particularly, Section IV is the only section of the NAEYC Code whose ideals and principles are both separated into those pertaining to individuals and to collective entities. In some respects, Section IV balances the focus of Sections I and II on the individual child and on families. Section IV recognizes the continuing relevance of external environmental circumstances throughout the lives of children. It correctly addresses the community-wide range of potential influences and promotes the application of NAEYC concepts throughout communities for the benefit of all children within them. Between the micro-focus of Sections I and II and this macro-focus, the NAEYC Code seems to provide a comprehensive means of improving the lives of children at every level. Section III serves both as a practical means of best accomplishing NAEYC objectives and also as.