Top 10 resources in the Early Childhood Workforce Knowledge Hub

Resources on the early childhood workforce

In order to support those working in the Early Childhood Workforce field with free access to a variety of well-researched resources referring to the profession, the Initiative continues to update a Knowledge Hub regularly.

Over the last several years, resources from more than 70 countries have found our way to our Knowledge Hub. During the third quarter of 2018, this online library had a total of 193 resources.

1. Proposal for key principles of a Quality Framework for Early Childhood Education and Care
Proposal for key principles of a Quality Framework for Early Childhood Education and Care is the report of the Working Group on Early Childhood Education and Care under the auspices of the European Commission. The authors of the report focus on which measures have helped Member States address and promote measurable improvements for children, families, local communities and society.

2. Early Childhood Workforce Index 2018
Early Childhood Workforce Index 2018 is the second edition of the biennial Early Childhood Workforce Index from the Center for the Study of Child Care Employment at UC Berkeley. This edition continues to track the status of the early childhood education workforce and related state policies in order to understand changes over time. Several new analyses, as well as updated policy indicators and recommendations, have been added. 

The chapters in this resource take a look at those working in the early childhood workforce, their economic security and the policies that impact them.

3. Strengthening and Supporting the Early Childhood Workforce: Competences and Standards
Though there is recognition that competences and standards are important, there have been few efforts to date to systematize the various approaches to developing and implementing them for the early childhood workforce. This study from the Early Childhood Workforce Initiative aims to begin filling the gap in order to identify common approaches and challenges.

4. Early Childhood Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching Psychosocial Skills Across the Kindergarten Curriculum in Ghana
Early Childhood Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching Psychosocial Skills Across the Kindergarten Curriculum in Ghana assesses early childhood education pre-service teachers’ knowledge in teaching psychosocial skills across the kindergarten curriculum in Ghana. The research, published in the Asia-Pacific Journal of Research in Early Childhood Education, questioned 123 pre-service teachers pursuing a degree in early childhood education. The following research questions were the driving force behind this study:

  • How adequate is pre-service teachers’ knowledge in the constituents of psychosocial skills in the curriculum?

  • How adequate is pre-service teachers’ knowledge in the use of interactive techniques in inculcating psychosocial skills across the curriculum?

  • How adequate is pre-service teachers’ knowledge in the use of assessment procedures in inculcating psychosocial skills across the curriculum? 

5. Core Competencies for the Prenatal Through Age Three Workforce
Core Competencies for the Prenatal Through Age Three Workforce captures core competencies agreed upon by the workgroup tasked with this report, as well as recommendations regarding the prenatal through three-year-old workforce. In the United States, cross-sector core competencies for the prenatal through 3-year-old field are currently being broadened to encompass competencies needed for working with children 3-5 years old. The charge of this report was to: 

  • Identify core competencies needed by the P-3 workforce in Los Angeles County;

  • Develop training approaches to support development of these competencies; and

  • Create and field test strategies in selected Los Angeles communities for integrating the core competencies in professional development systems and developing strategies to sustain their use.

6. Strengthening and Supporting the Early Childhood Workforce: Training and Professional Development
The second in the Early Childhood Workforce Initiative’s series of landscape analyses is the first attempt to review global literature and experiences across early childhood sectors and roles. The study identifies shared experiences, challenges and approaches in an attempt to support efforts to strengthen the training and professional development opportunities available to members of the early childhood workforce.

7. Care for Child Development Participant Manual
The Care for Child Development Participant Manual is part of the course Counsel the Family on Care for Child Development, which supports the efforts of families and others in communities. The course aims to help them be able to better care for their children, even under difficult circumstances. This manual includes information on the course objectives, course methods and course materials.

8. Achieving Excellence through Continuing Professional Development: A CPD Framework for Early Childhood Educators
Achieving Excellence through Continuing Professional Development: A CPD Framework for Early Childhood Educators provides child care personnel with a structured pathway to develop, update and specialize in knowledge and skills relevant to their profession. It is designed to help child care personnel continue to deliver high quality programs and services to children and families.

9. Supporting the early childhood workforce at scale: Preschool Education in Ukraine
This study, the second in this series, focuses on the role of preschool teachers in Ukraine. The country, with a predominantly public network of preschool education, has achieved coverage for a significant proportion of the population. Nevertheless, it struggles to meet demand and ensure quality of services. In addition, Ukraine is at a unique moment where increasing attention is being paid in the country to improving the quality of preschool education and supporting inclusion, which have been elevated in recent policy reforms. Taking into account the significance of preschool teachers to the system of preschool education, this study aims to gain a better understanding of their experiences, including their backgrounds, the support that they receive, as well as the challenges that they encounter.

By illustrating the experiences of preschool teachers in Ukraine and identifying the size and scope of the challenges they face, it is hoped that this study will support officials within the Ministry of Education and Science (Ministerstvo osvity i nauky) in Ukraine as well as local education departments to strengthen and support preschool personnel through targeted policies and programs and contribute to the knowledge base around the early childhood workforce.

10. The ILO/UNESCO Recommendation concerning the Education of Teachers (1966) and The ILO/UNESCO Recommendation concerning the Education of Teachers (1966)
The ILO/UNESCO Recommendation concerning the Education of Teachers (1966) sets forth the rights and responsibilities of teachers, and international standards for their initial preparation and further education, recruitment, employment, teaching and learning conditions. It also contains many recommendations for teachers’ participation in educational decisions through consultation and negotiation with educational authorities. Since its adoption, the Recommendation has been considered an important set of guidelines to promote teachers’ status in the interest of quality education.

The ILO/UNESCO Recommendation concerning the Education of Teachers (1966) is designed to complement the 1966 Recommendation, and is promoted and its implementation monitored by UNESCO in cooperation with the ILO, notably through the Joint ILO/ UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART).