At the same time, the current DAP statement reflects an equity lens that underscores these two important aspects in the revised core considerations:
› The principles of child development and learning acknowledge the critical role of social and cultural contexts and the fact that there is greater variation among the“ universals” of development than previously recognized.
› Understanding of the social and cultural contexts applies not only to children but also to educators and to the program setting. It is essential to recognize that educators and administrators bring their own social and cultural contexts to bear in their decision making, and they must be aware of the implications of their contexts and associated biases— both implicit and explicit— to avoid taking actions that harm rather than support each child’ s development and learning.
These changes are especially important given the growing racial, ethnic, cultural, and linguistic diversity of the domestic and global populations. Indeed, Brian L. Wright( teacher educator, scholar, and contributor to the revised fourth edition of DAP) highlights the statement“ not as a fixed set of practices, but as a principled framework that asks educators to think deeply, ethically, and contextually about children, families, communities, and learning”( personal communication, 2026). Further, he shares
DAP matters because it affirms that children are active meaning makers whose development is shaped by relationships, culture, history, access, and opportunity. When enacted with integrity, DAP centers play, joyful learning, inquiry, and belonging while also demanding that educators attend to equity and power. This is especially important in a time when children’ s play— particularly the play of Black children and other historically marginalized children— is too often misunderstood, constrained, or treated as a problem rather than a source of learning and brilliance.( personal communication, 2026)
Code of Ethics for Early Childhood Educators
The“ Code of Ethics for Early Childhood Educators” outlines the essential ethical responsibilities for the early childhood education profession( NAEYC 2025a). The Code is intended to be helpful to all individuals who care for and promote the learning, development, and well-being of children birth through age 8 in all early childhood settings, as well as program administrators and those involved in educator preparation and support. All practitioners can use the Code as a guide for and defense of ethical conduct and decision making, especially when navigating complex dilemmas that require professional judgment.
The NAEYC Governing Board first discussed creating a code of ethics more than 45 years ago.( A more detailed history can be found in“ History and Development of the Code of Ethics for Early Childhood Educators.”) The process of developing
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Spring 2026