Early Learning Career Pathways Initiative: Credentialing in the Early Care and Education Field introduces a career pathways framework 4 in use by several federal agencies, provides a national landscape of states’ requirements for ECE staff related to credentialing, highlights five states at various points in the development of ECE career pathways, and shows how early learning system components used in the majority of states align with the Six Key Elements of Career Pathways Framework that other industries use. The elements in this framework are:
Competences & Standards
Worthy Work, STILL Unlivable Wages: The Early Childhood Workforce 25 Years after the National Child Care Staffing Study offers a snapshot of today's early childhood teachers in the United States. The report takes a look through four lenses:
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:
Pursuing Quality in Early Learning: Early Childhood Care and Education Teacher Competency Framework for Southeast Asia
Recognizing the crucial roles that teachers have in early childhood development, UNESCO developed a competency framework for Early Childhood Care and Education (ECCE) teachers in Southeast Asia. The Framework was realized through a consultative and participatory process, taking into account insights from ECCE teachers, researchers, and practitioners from across Southeast Asia. This document provides:
A Comparative Study of Pre-service Education for Preschool Teachers in China and the United States provides a comparative analysis of the pre-service education system for preschool educators in China and the United States. Based on collected data and materials (literature, policy documents, and statistical data).Comparisons are made between two areas of pre-service training:
The Danielson Framework for Teaching is a research-based set of components of instruction. This white paper includes the findings of a research team made up of researchers from Illinois State University and the University of Illinois, Urbana-Champaign.
A workforce development plan for the early childhood care and education sector in Ireland is the culmination of a significant process of research and consultation across the diverse range of stakeholders in the sector. The result is the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality Early Childhood Education and Care services in Ireland, as well as the main challenges associated with achieving these goals.
Early Childhood Policies and Systems in Eight Countries: Findings from IEA’s Early Childhood Education Study is an exploration of early childhood education (ECE) provision and its role in children's preparation for school and participation in society. In this context, formal early education and provision of care for young children from birth to the age of primary school is described and analyzed in Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States.
The EC Workforce 2020 Plan sets out a three-year roadmap for a comprehensive professional development system designed to recruit, retain, compensate, develop, and support a high-quality, diverse, early childhood workforce.The first section of this plan outlines the shared vision and guiding principles that underpin the goals provided in the document. Next, the plan details six goals:
In debates about child care and early education, the voices of providers are often missing. Voices of child care providers: an exploratory study on the impact of policy changes document findings from a study on child care provider perspectives on how regulation and policy changes impact their work.Researchers used interviews and focus groups with home-based providers and center-based administrators in New York, United States counties. Several themes emerged, including: