Standards of Practice
Standard I: Caring and Responsive Relationships
It is essential for RECE to build and maintain caring and responsive relationships with children, families and colleagues. Educators should create a supportive environment where every child feels heard and valued. Educators should actively listen to children’s feelings and ideas. If children are feeling upset, educators should provide guidance to help them express their emotions and find positive ways to resolve problems. Responsive relationships allow children to feel supported to explore and grow. They know that they are being loved. These connections not only foster their confidence, but also lay the foundation for meaningful social and emotional development.
Standard IV: Professionalism and Leadership
Professionalism includes the ethical standards, work habits, and interpersonal skills that educators demonstrate in their work. Leadership involves guiding, motivating, and influencing others. Educators should maintain a professional attitude, continue to learn to improve themselves, obey the industry standards, and focus on communication skills. Educators should set a model for the team through their own behaviors and encourage colleague cooperation.
Standard II: Curriculum and Pedagogy
It is guided by the principle of child-centered learning. It means that educational experiences should be designed based on children’s interests, developmental stages and individual needs. It encourages active exploration and critical thinking. Educators should design activities according to children’s different needs and abilities, ensuring that every learner is appropriately challenged and supported. For example, the three-year-old course may focus more on the development of basic skills, while the five-year-old course may focus more on logical thinking skills and creative development.
Standard V: Professional Boundaries, Dual Relationships and Conflicts of Interest
It is essential for creating ethical, respectful, and effective working relationships in the field of education. These practices ensure that decisions and interactions prioritize the best interests of children and uphold the integrity of the profession. Educators should provide support and care for children while avoiding friendships with families outside of the professional area, ensuring that actions align with the best interests of the children, families, and colleagues.
Standard III: Safety, Health and Well-Being in the Learning Environment
It refers to the creation and maintenance of a space where children feel physically secure, emotionally supported, and are encouraged to thrive in all areas of development. Educators should regularly check the environment for hazards. Educators should model and teach hygiene practices. Educators should clean and sanitize contact items regularly. Educators should focus on children's individual needs and encourage safe exploration. When children’s well-being is prioritized, they can focus on exploring, learning and building positive relationships, laying a solid foundation for lifelong success.
Standard VI: Confidentiality, Release of Information and Duty to Report
Confidentiality is essential to maintain trust between families and children. It ensures that sensitive information shared by families, children, or colleagues is protected and shared only when necessary and with appropriate consent. Release of information is the sharing of relevant details about children’s information with other parties (e.g. parents or health professionals). As educators, we have a legal responsibility to report any suspected child abuse, neglect or harm. The duty to report takes precedence over the duty of confidentiality in situations where a child's safety and well-being is at risk.