College of Early Childhood Education (CECE): Standards of Practice

Tracy Rogers

Published: 9/10/2024

Tracy Rogers

Updated: 12/8/2025

Standards of Practice

The Code of Ethics and Standards of Practice provides the foundation of practice for all Registered Early Childhood Educators (RECEs).

Below are the standards and the expectations for Seneca ECE Field Placement students in ECE/ECYA/BCD.

Standard I: Caring and Responsive Relationships

Establishes eye contact with children and adults
Supervises according to child’s developmental level
Identifies self to parents
Greets children, staff and families daily
Engages in meaningful play
Supports and responds to children’s inquiries
Acknowledges and responds to children’s emotions
Recognizes and responds to children’s verbal and non-verbal cues
Uses predictable and appropriate positive affect (e.g. Smiles, open body language)
Models and facilitates empathy
Helps children identify and express feelings

Standard II: Curriculum and Pedagogy

Observes interests, abilities and development
Uses observations to provide learning experiences, both planned and spontaneous, that are developmentally appropriate
Plans and facilitates learning experiences, both planned and spontaneous, in all developmental domains
Shares observations with mentor prior to implementation and applies suggestions if offered
Plans opportunities that reflect/incorporate diversity and social justice
Considers the environment as the third teacher and maintains a positive learning environment
Uses a tone of voice that demonstrate respect towards others

Standard III: Safety, Health and Well-Being

Follows and encourages children to use proper hygiene practices
Supports children to develop overall safety awareness by explaining potential dangers
Models safety practices
Scans frequently to maintain awareness of space and group dynamics both indoors and outdoors
Positions self to view nearby area of room while engaging with small group or individual child Responds to conflicts to keep children safe
Recognizes when redirection and intervention is required
Shows awareness of classroom ratios
Supports children and educators during transitions
Supports child’s emerging independence while being aware of elements of risks
Ensures all learning opportunities and materials are safe and hazard free

Standard IV: Professionalism and Leadership

Adheres to centre’s policies and procedures as well as policies of Seneca Polytechnic
Performs professionally
Communicates with mentor regarding responsibilities, assignments and due dates
Attends as scheduled and respects times of shifts and breaks
Takes initiative in daily routines and supports mentor when needed
Follows through on timelines, plans and contributions

Standard V: Professional Boundaries, Dual Relationships and Conflicts of Interest

Standard VI: Confidentiality, Release of Information and Duty to Report

Maintains professional boundaries
Maintains professional and positive relationship with children, families and colleagues
Uses professional judgement to maintain professional boundaries and avoid dual relationships and conflict of interests
Seneca's Reporting Concerns of Child Maltreatment in ECE Field Placement Settings