USA

Worthy Work, STILL Unlivable Wages: The Early Childhood Workforce 25 Years after the National Child Care Staffing Study

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Worthy Work, STILL Unlivable Wages: The Early Childhood Workforce 25 Years after the National Child Care Staffing Study

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:


Core Competencies for the Prenatal Through Age Three Workforce

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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: 


Stepping up for Early Childhood Education - Transforming the Early Ed Workforce; Transitions to Kindergarten; Fully Funding State Pre-K; Illinois’s Young Dual Language Learners

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This online magazine, from the Journal of the National Association of State Boards, shares the following articles: 


Changing Systems & Practice to Improve Outcomes for Young Fathers, Their Children & Their Families

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Changing Systems & Practice to Improve Outcomes for Young Fathers, Their Children & Their Families recognizes that, though there is an increasing interest in supporting fathers, little attention has been paid to the importance of engaging fathers under the age of 26 – particularly young fathers who are involved in child welfare systems.


2017 Home Visiting Yearbook

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2017 Home Visiting Yearbook is one of the first publications from the National Home Visiting Resource Center. It was developed with the recognition that, as many communities have implemented home visiting models aimed at improving outcomes for children and families, there has not been a comprehensive overview of how home visiting is across the country. This resource aims to inform readers as they make decisions in policy and practice. The following critical questions are addressed: 

Where do home visiting programs operate? 

6 Policies to Support the Early Childhood Workforce

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6 Policies to Support the Early Childhood Workforce shares six policies that the federal government should include as part of significant federal financing reform for early care and education. The following policies will be implemented in partnership with communities: 


Rethinking Credential Requirements in Early Education

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Through Rethinking Credential Requirements in Early Education, New America takes a look into a recent policy change in the District of Columbia, which will require all lead teachers in licensed early childhood centers to hold an associate degree.Emphasizing the importance of ensuring young children have access to competent early educators, the report discusses several options for credentialing this workforce. Discussions of credentialing through a bachelor’s degree, as well as apprenticeship are included in the report.  


The relationship between teacher qualification and the quality of early childhood care and learning environment

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The relationship between teacher qualification and the quality of early childhood care and learning environment attempts to synthesize the empirical evidence on the relationship of teacher qualifications on the quality of early childhood learning environments.


Proposed Revisions to the Definitions for the Early Childhood Workforce in the Standard Occupational Classification

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Proposed Revisions to the Definitions for the Early Childhood Workforce in the Standard Occupational Classification proposes changes to the titles, definitions, and placement for the detailed occupations involving the early childhood care and education workforce in the Standard Occupational Classification.