Membership Criteria

Fellow

Fellows must have a postgraduate qualification in Early Childhood Education or related subject at Master or Doctoral level plus at least 2 years of working experience in the field, and have been invited by or recommended by two Fellows to the Association. (Currently not accept application)

Associate Fellow

Associate Fellows must have an undergraduate degree in Early Childhood or related subject plus at least 2 years of working experience in the field; or Have a postgraduate qualification in Early Childhood Education or related subject at Master or Doctoral level. (Currently not accept application)

General Member

Members must possess a diploma, professional certificate, advanced diploma, associate degree, or undergraduate degree in Early Childhood Education or related subject approved by the council.

Affiliate

Affiliates are those who have no training in Early Childhood Education but are interested in the related work. However, affiliates are not entitled to the voting rights and website listing.

Membership Benefits:

  • Free E-Newsletter
  • Free Access to Member Only Events
  • Discounts to Training Workshops and Seminars
  • Professional Networking
  • Membership Card
  • Membership Certificate
  • Use of PCEA Logo
  • Optional Website Listing

Application Procedure

To apply for membership, simply download the Membership Application Form and submit it with photocopies of your certificates, diploma, transcripts, employment letter and other related documents to support your academic qualification and relevant work experience, along with HK$100 non-refundable application fee. The processing time of application is about 8 weeks and you will receive an official letter once the application of membership is approved.

Registration of Professional Playgroup Practitioners

A Registered Playgroup Practitioner must be:

  1. A PECA member in good standing; and
  2. Possess a professional diploma or certificate in Professional Playgroup Practice or equivalent recognized by the Association

Professional Code of Ethics

  1. Preamble
    1. The purpose of the Professional Childhood Education Association’s (PCEA) Professional Code of Ethics is to provide guidelines for responsible and ethical behaviors of all PCEA members, and to facilitate resolution of any important ethical dilemma when practicing the professional early childhood education work in any setting.
    2. This established code primarily focuses on early childhood educators’ daily interventions with children and their families in programs for children from birth through 8 years of age, such as infant/toddler programs, playgroups, preschool programs, kindergartens, and child care centers.
    3. Additionally, this code enables both the individual and community to develop competence, confidence, resources, information, passion and a sense of mission in the field of early childhood education.
    4. Lastly, this code is also intended to assist in the adjudication of complaints against a PCEA member and in judging whether the member in question has violated the professional code, willfully or otherwise, and provides grounds for disciplinary actions.
  2. Core Values

    Standards of ethical behavior in early childhood education are based on commitment to the following core values. We are committed to:

    1. Appreciate childhood as a valuable and unique stage of human development;
    2. Base our work with children on experience and research knowledge in child development theories and practices;
    3. Support the precious bonding between children and families;
    4. Understand children in the context of their surrounding environment including families, schools, communities, societies, cultures, churches, etc;
    5. Help children receive adequate support and resources from their surrounding environment;
    6. Build positive relationship with children, families, colleagues, staff, other professionals and community members, based on sincerity, mutual trust and respect regardless of ability, ethnicity, racial identity, social economic status, family structure, language, and religious beliefs;
    7. Respect the autonomy, dignity, worth and uniqueness of each individual whom we serve or work with (i.e. child, family member, colleague, staff).
  3. Our Ethical Responsibilities & Obligations to Children:
    1. We demonstrate professional knowledge of early childhood within our daily services and professional practices which is in the best interest of all children.
    2. We believe each child is unique and has the right to express his/her own thoughts, feelings, beliefs, opinions, attitudes, and personality.
    3. We foster each child’s confidence, self-esteem, potential, and trust in themselves and others by equally encouraging the active participation of all children regardless of ability.
    4. We promote a psychologically and physically secure and safe learning environment, intellectually stimulating learning opportunities and socially satisfying activities for young children.
    5. We use assessment instruments and strategies that are appropriate for the children to be assessed, in order to understand and promote children’s learning and growth, and to identity children who may need additional guidance and assistance.
    6. We ensure that all children, including those with special needs, have access to the support services needed to be successful.
    7. We recognize and respect each child within the diversity of their family, community, culture, and society.
    8. We actively work with families to ensure children’s safe and smooth transition of moving from one program to the next.
    9. We are morally and legally obligated to report suspected cases of child abuse to the relevant authority.
    10. We advocate and contribute to the extension of public education about children’s needs for quality services.
    11. We actively advocate for policies and laws that promote the physical, psychological, emotional, social, cognitive, and intellectual well-being of children and their families.
    12. Above all, we strictly observe the principle of DO NO HARM TO CHILDREN that we shall not engage in any practice that is disrespectful, degrading, dangerous, exploitative, intimidating, emotionally damaging or physically harmful to children.
  4. Our Ethical Responsibilities & Obligations to Families:
    1. We recognize and appreciate that each family has its unique values, customs, structures, languages and cultures.
    2. We believe families are the primary source of influence in their children’s early lives, and thus support each family as a unit.
    3. We exchange and share with families the information, knowledge, understanding, and observation of their children’s development, and empower families in the decision making process and participation in the program.
    4. We respect each family’s rights to privacy and confidentiality.
    5. We cooperate with families as partners of mutual trust to promote the well-being and holistic development in children.
    6. We listen to and learn from families, acknowledge and build upon their strengths and competencies, and support them in their task of raising and nurturing children.
    7. We enhance family members' understanding of their own children and support their ongoing development and refinement of parenting skills.
    8. We contribute to the continuing development of social and professional support networks for families by providing them with sufficient opportunities to interact with program staff, other families, community resources, and other related professionals.
  5. Our Ethical Responsibilities & Obligations to Colleagues and Staff:
    1. We are trustful in presenting our professional credentials and qualifications, academic background, affiliations, experience and expertise.
    2. We respect other colleagues and staff as professionals and share knowledge with them.
    3. We address concerns regarding a colleague of staff member’s professional conduct and integrity in question to that person first and in a respectful way.
    4. We speak and act in the best interest of all participants by creating a climate of openness, candor, trust, confidence, and transparency in the work place.
    5. We participate in the development and implementation of teaching methods that will effectively accomplish the stated educational goals and principles of the programs.
    6. We support and co-operate with colleagues, staff, and other professionals in delivering comprehensive and quality services and education to children and their families.
    7. We foster positive self-esteem, trust, collaboration, respect, and confidentiality at work, and support colleagues and staff’s professional growth.
  6. Our Ethical Responsibilities & Obligations to One’s Self:
    1. We base our work on contemporary perspectives on research, theory, knowledge, competent early childhood practices and sensitive understanding of the children and their families we serve.
    2. We make continued efforts to improve professionally by actively pursuing up to date knowledge regarding developments in the early childhood education field.
    3. We engage in self-care activities which help to avoid conditions (e.g. substance abuse, burnout) that could result in impaired professional judgment and interfere with our ability to benefit others.
    4. We mentor other trainees and share our knowledge with other early childhood educators.
    5. We regularly exercise critical self-reflection and seek additional supervision opportunities to continue our professional growth.
  7. Our Ethical Responsibilities & Obligations to our Community:
    1. We accept, appreciate, and respect the diversity among members of the local community.
    2. We work towards increasing the general public’s awareness of the importance of quality early childhood education in all settings and the professional image of local early childhood educators.
    3. We cooperate with other professionals to greater society recognition of professionals in this field and greater societal acknowledgement of children's rights.
    4. We support policies, laws, and regulations that promote the well-being of children and their families.
    5. We promote professional, competent, and ethical practices among local early childhood educators.
    6. We support ongoing research in the field of early childhood education and child development.
    7. We work towards greater social acceptance of responsibility for an environmentally safe world in which all children receive health care, food and shelter; are nurtured; and live free from violence in their home and their communities.