Professional Practice

Code of Ethics and Standards of Practice

With many legislative and policy changes implemented in the early years sector since the release of the College’s first Code of Ethics and Standards of Practice, a comprehensive review of the standards was conducted during a two-year period to ensure changes in the profession were reflected. Through surveys and roundtables, the College secured feedback on the proposed revisions from members and stakeholders across Ontario. The revised standards now identify RECEs as leaders and place greater emphasis on relationships, communication, collaboration, learning environments and professionalism. The second edition of the Code and Standards was released in June 2017.

Launch of the Continuous Professional Learning Program

The early childhood education profession is always evolving and it’s critical that RECEs keep pace with changes to meet their professional and ethical responsibilities. To support the need for ongoing learning, the College launched its first mandatory Continuous Professional Learning (CPL) program in September 2016.

The Expectations for Practice Module 2016 (Step 1) was released to help members strengthen and solidify their knowledge of the Early Childhood Educators Act and its related regulations and by-laws. Members were also invited to view a CPL program webinar, in their membership renewal month, to receive answers to frequently asked questions and to help them get started.

Practice Guideline Developed

To effectively address the complexities of dual relationships, members’ top practice inquiry, the College developed  a Practice Guideline: Dual Relationships. A dual relationship is an additional relationship beyond a professional one with a child, a child’s family or a colleague with whom an RECE works. In the fall of 2016, nearly 200 members provided first-hand accounts of their dual relationship experiences and these insights were used to develop the Practice Guideline to help RECEs:

• Understand their ethical and professional responsibilities

• Inform their decision-making in either avoiding or managing dual relationships

• Use their professional judgement to regularly reflect on their practice.